ELDS English Version Final 25.08.2019

Early Learning and Development Standards
(ELDS)
Restructured Version
February 2019
Ministry of Women and Children Affairs

Preface
1
Foreword
2
Table of Content
Subject Page
Early Learning and Development Standards (ELDS): Background 4
Domain Sub-Domain Specific Aspect
Domain 1: Physical and Motor 14
1.1 Physical 1.1.1 Nutrition 14
Development
1.1.2 Physical fitness 19
1.2 Motor 1.2.1 Gross Motor Skills 23
Development
1.2.2 Fine motor Skills 26
1.2.3 Sensory motor Skills 30
1.3 Health, Personal 1.3.1 Safe Practice 33
Care & Hygiene
1.3.2 Body cleanliness & Oral Hygiene 39
Domain 2: Social and Emotional 43
2.1 Social 2.1.1 Interaction with adults 43
2.1.2 Interaction with peers 50
2.1.3 Pro-social behavior 53
2.2 Emotional 2.2.1 Emotional expression 68
2.2.2 Self-control 71
2.2.3 self-concept 77
2.3 Values and 2.3.1 Inter & Intra Personal Values 80
Ethics 2.3.2 Family, Friends and Community Bonding 84
2.3.3 Bangladesh Culture and Heritage 87
2.3.4 Unity in Diversity 90
Domain 3: Language and Communication 93
3.1 Listening 3.1.1 Ability to (a) listen and (b) understand 93
3.2 Speaking 3.2.1 Ability to (a) speak and (b) communicate 97
3.3 Reading 3.3.1 Ability to (a) read and (b) understand 101
3.4 Writing 3.4.1 Ability to (a) write and (b) express thought 105
through writing
3.5 Multilingualism 3.5.1 Knowledge of more than 1 language (verbal 108
and comprehension)
Domain 4: Cognitive 111
4.1 Knowledge 4.1.1 Environmental 111
4.1.2 Health & Science 115
4.1.3 Social Science 132
4.1.4 Math & Numeracy 152
4.2 Comprehension 4.2.1 Concept formation 163
4.3 Creativity 4.3.1 Artistic Creativity 166
4.3.2 Musical Creativity 168
4.4 Logic and 4.4.1 Logical thinking and problem solving 171
Reasoning
Reference 179
Working Group for Formulation of ELDS 180
ELDS Validation Governance Committee 181
ELDS Validation Technical Committee 182
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Early Learning and Development Standards (ELDS):
Background
1. Introduction
Early Learning and Development Standards (ELDS) are a set of statements that describe
expectations according to age groups for children’s behaviour and performance across different
learning and developmental domains. These standards reflects the values that a country holds
for its children regardless of race, gender, language, religion, wealth, birth status, or ability.
Research tells us that children’s development and learning is a continuous process and is built
on prior knowledge and skills acquired in the preceding stages of development. The content
of ELDS is therefore grounded on current research on child development that emphasizes the
critical need for interconnection and interdependence of all developmental domains. The ELDS
can be converted into a resource tool for all caregivers, parents, teachers and other professionals
to:
 Support the growth and development of all children, whether they are at home, in day
care centres, in ECD/ELC centres, in preschools or in primary school (grade-1 and
grade-2).
 Provide the basis for integrating services for young children so that what young children
are taught (curriculum), how they are taught (teacher preparation) how their progress is
assessed (monitoring and evaluation), how families advance their children’s
development (parenting education) and how the public understands early childhood
(public information), are all linked to the agreed upon standards.
 Measure children’s growth and developmental progress.
ELDS are gaining increasing importance globally as it define standards or benchmarks for
healthy growth and optimal development of young children at different ages. In 2003, UNICEF
Headquarters and Columbia University initiated the development of national systems for
monitoring learning and development of young children in six selected countries. The process
generated much excitement and interest worldwide. Based on the positive experience and
lessons learnt during the development of these ELDS, countries in South Asia, in 2007, began
to develop their own ELDS with assistance from the UNICEF Regional office for South Asia
and UNICEF Headquarters. Bangladesh endorses the global initiative to better understand and
measure young children’s development and learning. Hence, it decided to develop ELDS. This
document on the “Early Learning and Development Standards (ELDS)” reflects the country’s
commitment to the initiative.
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2. ELDS in Bangladesh
The ELDS in Bangladesh has been developed following a rigorous process with the leadership
of Ministry of Women and Children Affairs (MoWCA) and technical support from UNICEF.
A working group was formed by MoWCA to draft the Comprehensive ECCD Policy, which
was adopted by the Government in 2013. As part of development process of the policy, one
core team and one technical team were formed to lead the development of ELDS document
taking into account the Bangladesh context. The technical team comprised of individuals with
expertise in early childhood development and early learning including representatives from the
Ministry of Primary and Mass Education (MOPME), the National Curriculum and Textbook
Board (NCTB), the Ministry of Women and Children Affairs (MoWCA), academic and
research institutions, NGOs, and development partners. Some of the members of this team had
been to Thailand and Nepal to attend UNICEF supported regional training workshops on the
concept and process for developing ELDS.
The technical and core team received support from international experts, met a number of
times over a period of one year to consider various issues following the global guideline for
development ELDS. It also reviewed relevant national and international documents that
included ELDS documents from different countries such as Cambodia, Philippines,
Washington State (US) and Romania. Series of consultations were held with the technical team
and different stakeholders to get their inputs on the initial draft prepared by the core team.
The final draft version of the document was reviewed and edited by international experts. The
document was also shared with a team of national experts to confirm and validate its relevance
to the national values and expectations for children of Bangladesh. The following principles
have been taken into consideration while determining the content of the ELDS.
 Age and developmentally appropriate: It is recognized that all children go through

similar stages of development but at their own individual pace and style. It is unrealistic
to expect all children to acquire all the skills at the same time. The content of ELDS is
therefore age appropriate as well as developmentally appropriate,
 Holistic approach: All developmental domains are multidimensional and interrelated.
A single developmental domain cannot be considered in isolation. The ELDS therefore
focuses on all the domains simultaneously to ensure holistic development of the child.
 Multiple teaching approaches and diverse environment: All children, irrespective of
their socio-economic or cultural background, or mental or physical abilities, are capable
of learning and being active learners. Children learn through manipulating, exploring,
and through trial and error. The content of the ELDS recognizes the importance of
providing multiple and diverse opportunities for optimal development and learning.
 Interaction with family and environment: Children’s development and learning is
determined by the quality of interaction and the strength of relationship they have
within their families and their environment. The contents of the ELDS have been
developed through careful considerations of the important role that families,
communities and environment exert on children’s development.
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 Alignment with other standards: Efforts have been made to align the ELDS with other
existing standards set by government, NGOs, and research institutions (for example-
operational framework for pre-primary education, Growth Monitoring and Promotion
Card).
This document titled “Early Learning and Development Standards (ELDS)” articulates
statements that describe expectations for children’s knowledge and behaviour relevant to
Bangladesh. Children from birth through age eight, which includes all children irrespective of
children of poor families, disadvantaged communities, ethnic minorities, and children living in
remote geographical areas. The standards apply to all children and are applicable within the
context of Bangladesh.
While this ELDS has attempted to articulate a range of culturally appropriate multidimensional
indicators applicable to all children, it is unrealistic to claim that the ELDS meet the
expectations of individual families for their children; rather, the ELDS represent the best
collective wisdom of caring thoughtful adults based on research and the values of the country.
In addition, it should be noted that this has been the first attempt ever to formulate, in such an
ambitious scale, standards for Bangladeshi children. This ELDS is therefore open to revisions
and validation at a later date. Having noted these caveats, it is also to be noted that this effort
seeks to ensure high standards for everyone (and not the privileged few) so that all children
receive state of the art opportunities.
3. Use of ELDS in Bangladesh
ELDS are gaining increasing importance globally and are being used in a variety of ways to
improve the education and lives of young children. In Bangladesh the standards can be used
to:
 design and improve targeted children’s learning activities;
 develop learning assessment tools based on particular aspects of developmental
domains and their milestones;
 develop and improve curriculum and identify learning resources;
 support development of teaching learning materials (story books, toys and education
materials);
 develop and improve teacher’s/professional’s training guide based on the resources;
 train care providers and early learning teachers in the methods required for application
of the early learning standards and milestones;
 develop and improve parenting skills and programs;
 monitor and evaluate ECD programs; and
 Create developmentally appropriate public awareness campaigns.
Specialists working with special needs children who do not meet the standards specified in this
document may develop their own indicators, care-giving strategies and support mechanism on
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the basis of these ELDS. They may also refer individual cases to appropriate health service
providers, professionals and specialized hospitals and institutions.
The development of this ELDS has been a daunting task. It demanded long hours of team
reading, discussing, clarifying, building consensus and synthesizing. Indeed the result has truly
been a product of successful team work. This ELDS provides a basis for understanding and
monitoring children’s development and learning from a common standpoint. It is a resource
for all caregivers, parents and teachers for integrating services to young children by providing
a common basis for effective curriculum development, caregiver and teacher preparation,
parenting education and public information.
4. Age range and grouping of children for ELDS in Bangladesh
Numerous learning theories tell us that from birth to age eight represent a unique period in
human development. During this time, children process information and learn in ways that are
significantly different from their older peers. It is for this reason that the Bangladesh standards
focus on the years from birth to 8 years. Life cycle approach to ensure a continuum of learning
and services from conception to early grades of primary school has also been considered for
this age grouping. There is strong evidence that such an approach results in long-term impacts,
with each age span building on the preceding age span. Even within this age range, children
vary and their development happen in different pace, therefore the ELDS have been organized
according to the age groups shown in the following table.
Table-1: Age grouping of children
Birth – 6 months 7 -12 months

13-24 month 25-36 months
37-48 months 49-60 months
61-72 months 73-96 months
5. Content and structure of the ELDS in Bangladesh

For the purpose of defining what a child knows and is able to do children will be examined on
the basis of the following four major domains. It should however be stressed that for any use
of the ELDS, these content areas need to be holistically integrated.
 Physical and Motor Development: includes children’s physical skills and abilities to
perform everyday activities that promote healthy growth and development and that
maintain personal hygiene and cleanliness.
 Social and Emotional Development: includes children’s emotional competency and
social skills to positively interact, establish and maintain relationships with adults and
peers.
 Language and Communication: includes children’s ability to understand the rules of
language and be able to use it for effective communication as well as the ability to
engage in reading, writing and math activities.
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 Cognitive Development: includes children’s knowledge and understanding of their
social and physical environments and their abilities to think and reason.
6. Matrix of ELDS in Bangladesh: The matrix of ELDS is structured according to the

following order:
Domains: describes broad categories of children’s development and learning.
Sub- Domains: Each domain is divided into several sub-domains with each representing
general facets or features of the domain.
Specific Aspect: describes essential aspects of learning and development articulated within the
sub-domain.
Standards: expresses a specific expectation of what children should know and be able to do.
Indicators: describes observable behaviors or skills of children. Several indicators may be used
to demonstrate progress towards attainment of goals or standards.
Strategies for caregivers: refers to activities or strategies an adult may use to engage children
to help achieve the indicators. It may be used by caregivers at any setting, be it home, in early
childhood centres or in schools. These supportive practices aim to nurture children’s learning
and development.
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Table-2: Summary of domains, sub-domains, specific aspects, standards and indicators
Domain Sub-Domain Specific Aspect Standard Indicator

1. Physical and 1.1 Physical 1.1.1 Nutrition 1 32
Motor Development
1.1.2 Physical fitness 1 28
1.2 Motor 1.2.1 Gross Motor 1 47
Development
1.2.2 Fine motor 1 44
1.2.3 Sensory motor 1 38
1.3 Health, Personal 1.3.1 Safe Practice 2 50
Care & Hygiene
1.3.2 Body cleanliness & Oral 1 44
Hygiene
Sub-Total 8 283
2. Social and 2.1 Social 2.1.1 Interaction with adults 2 55
Emotional 2.1.2 Interaction with peers 1 32
2.1.3 Pro-social behavior 5 122
2.2 Emotional 2.2.1 Emotional expression 1 25
2.2.2 Self-control 2 50
2.2.3 self-concept 1 43
2.3 Values and 2.3.1 Inter & Intra Personal 1 28
Ethics Values
2.3.2 Family, Friends and 1 36
Community Bonding
2.3.3 Bangladesh Culture and 1 26
Heritage
2.3.4 Unity in Diversity 1 26
Sub-Total 16 443
3. Language 3.1 Listening 3.1.1 Ability to (a) listen and 1 50
and (b) understand
Communication 3.2 Speaking 3.2.1 Ability to (a) speak and 1 63
(b) communicate
3.3 Reading 3.3.1 Ability to (a) read and (b) 1 61
understand
4.4 Writing 3.4.1 Ability to (a) write and 1 39
(b) express thought through
writing
3.5 Multilingualism 3.5.1 Knowledge of more than 1 28
1 language (verbal and
comprehension)
Sub-Total 5 241
4. Cognitive 4.1 Knowledge 4.1.1 Environmental 1 26
4.1.2 Health & Science 6 112
4.1.3 Social Science 7 121
4.1.4 Math & Numeracy 4 61
4.2 Comprehension 4.2.1 Concept formation 1 20
4.3 Creativity 4.3.1 Artistic Creativity 1 23
4.3.2 Musical Creativity 1 17
4.4 Logic and 4.4.1 Logical thinking and 3 54
Reasoning problem solving
Sub-Total 24 434
Grand Total 53 1401
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7. Validation of ELDS
Validation is a verification process for authentication and confirmation of a phenomenon that

is referred to as genuine and well-founded. Validation indicates true value of something that is
measured, and therefore, has important implication in terms of generalizing the
findings/evidence obtained from any measure e.g. ELDS.
Validation is a mandatory step to make ELDS relevant, credible and ready for wider use. Both
content and age validation is necessary to complete the process. This two types of validation
have to be done sequentially in two phases – the first on content followed by validity for age.
Following the completion of the validation process it may be required to update the standards
to reflect the findings from the validation. Once the document has been updated it will be
necessary to pursue endorsement from national level stakeholders and by the Government.
National endorsement will ensure that the ELDS represent national values, expectations and
the scientific conceptualization of child development. It will also confirm that the indicators
represent the domains in the local context.
The ELDS developed for the Bangladesh context require going through a proper validation
process to confirm the cultural and contextual appropriateness of the standards that were
developed by consulting secondary information and documents from the country and abroad.
It is important to note that due to cultural and contextual differences in content and assessment
techniques, standards developed in one country may not be applicable in other countries. It is
also important to validate the theoretical expectations or assumptions of experts in the ELDS
document; particularly, whether these are age appropriate to our children or not. Cultural and
age appropriate ELDS support regulation and monitoring of the early childhood development
services and can be used to evaluate the impact of the country’s early childhood policies and
programs and also monitor children’s development over time. The validation process will be
helpful to check the extent to which these standards are well-grounded in the Bangladesh
country context and correspond with country’s values and cultural practices. Hence standards
and indicators in terms of both content and age should be validated to ensure completeness of
ELDS.
7.1. Content validation
Content validation is a process to measure the extent to which the ELDS represent national
values, expectations, and the scientific conceptualizations of child development. This is the
phase 1 of the ELDS validation model as per global guidance. Following the definition of
validity, the ELDS are considered valid when the domains taken together match the
conceptualization of child development. On the other hand the standards and indicators within
a domain are considered valid when they match the conceptualization of the domain.
Technique used for this purpose is to assess accuracy and appropriateness of different elements
of the ELDS framework: domains, standards, indicators, and preparatory learning activities.
Following are the overarching questions for content validity
 Do ELDS reflect the content for what children in our nation should know and be able
to do?
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 Are the standards and indicators clearly expressed what they are purported to be?
7.2. Age validation

Age validation is a process to assess whether the indicators are appropriate as mentioned in the
ELDS document for each age group of children. Through the process, the standards are tried
out with children to see whether they have achieved certain development milestones and are
able to perform the activities related to the indicators appropriate to their age category.
7.3. Process of Content Validation

The validation exercise is a structured study following standard technical and academic
protocol to ensure the quality of the findings. It has huge implication on the expectations for
all the children of a nation as well as on their life. The specific questions that the study will
answer are:
 Breadth- Are all aspects of learning and development included?

 Balance- Are the domains represented in comparatively equal distribution?
 Depth- Do we have enough standards and indicators in each domain to reflect its scope?
 Accuracy- Do the indicators accurately reflect the standards? Do the standards
accurately reflect the domain?
 Hierarchical- Have we listed the indicators in hierarchical order?
 Cultural Inclusion- Have we included sufficient attention to cultural diversity?
 Linkages- To what extent do we want these standards and indicators to link with other
standards/instruments that are in use or are being considered? Do they?
Content validation is usually done through consultation with the key stakeholders; interview &
Focus Group Discussion; consultation with experts, caregivers, teachers & parents.
7.4. Key Stakeholders/Respondents for content validation

Professional Experts: Individuals who were not involved in the development of the standards,
but who have expertise in the content area (Physical and Motor Development, Social and
Emotional Development, Language and Communication Development, Cognitive
Development). This might include paediatricians, health and nutrition experts, child
development experts, child psychologist, curriculum developers, education experts etc.
Teachers, Front Line Workers and Supervisors: Knowledgeable teachers, facilitators, Front
Line Workers (FLW) and supervisors who work with the age groups of children covered by
the standards from diverse groups of population.
Parents and caregivers: Parents and caregivers of children who represent the diverse
population that will be using the standards.
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Selection of key stakeholders/respondents for content validation to ensure representation of all
diverse groups of population irrespective of gender, ability, ethnicity, religion, socio-economic
status, geographical locations etc. to make the ELDS universal for all.
8. Validation of ELDS in Bangladesh
The development of ELDS in Bangladesh has been aligned with the global initiative. It was
agreed that following the above mentioned standard procedure Bangladesh will also validate
the ELDS after finalization of the development process. Though country’s ECD experts were
involved in the technical team to develop and finalize the ELDS, validation was considered an
integral part of the process to ensure relevance and applicability of ELDS in the Bangladesh
context.
In March, 2014, a workshop was organized by MoWCA to initiate the conceptualization of

validation and explore the options and process of validation. UNICEF invited two international
experts to this workshop from Bhutan and China who were directly involved in the validation
process in their countries. Almost all critical stakeholders and experts were present in the
workshop and through extensive consultation critical agreements were reached to facilitate the
validation process. Taking into account the global guidance for validation, experiences of
Bhutan and China and the context of Bangladesh, the following technical recommendations
were made:
 Both the content and age validation to be conducted in Bangladesh.

 Content validation will be for all standards for the age-range 0-8 years.
 Age validation will initially cover only the standards for age 3-6 years.
 The first step of the validation process would be to undertake content validation for the
entire set of standards to ensure that there is appropriate consideration of values, beliefs,
cultural practices and norms in Bangladesh.
 This would be followed by age validation as the next phase, starting with the 3-6 years age-
range.
8.1. Objective of Content Validation

The objective of content validation was to assess the extent to which the ELDS represent
appropriate reflection and alignment with national values, expectations, and the scientific
conceptualizations of child development.
8.2. Operational Plan for ELDS Validation in Bangladesh

Ministry of Women and Children Affairs (MoWCA) took overall lead in the ELDS validation
process while the Early Learning for Child Development 2nd Phase Project, implemented by
Bangladesh Shishu Academy acted as the secretariat. UNICEF provided technical and financial
support through Early Learning for Child Development Project (ELCDP) 2nd Phase to conduct
the validation. It was decided that to ensure completeness of ELDS validation will be done in
two phases (1) Content Validation and (2) Age Validation. The Content Validation was carried
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out in collaboration with Bangladesh ECD Network (BEN) while the Age validation will be
conducted through a Technical Institute (TI). UNICEF will also hire an international expert to
provide support to ELCDP and the TI.
MoWCA with support from UNICEF through ELCD 2nd Phase Project initiated the process for
ELDS content validation. A governance committee was formed by the ministry to provide
overall guidance and supervision for ELDS validation. A national technical committee also
been formed comprising national experts to provide overall guidance and technical support to
the whole validation process. Government and non-government experts, experts from academic
as well as practitioner’s groups were members of this committee. The committee also
maintained the global compliance of validation as well as considered country context to reflect
on the validation study process including tools and protocols.
As per the above operational plan, the content validation was carried out in 2016 and the final
report of content validation was submitted to the ELDS development working group. The
working group reviewed the report and accordingly updated the ELDS document in
consultation with validation technical committee and finalized it following global standard and
procedure. The final English version of the ELDS document is now available for dissemination
and sharing with relevant ministries, departments, organizations and institutions.
9. Next Step
It is planned that the final English version will be translated into Bangla and restructured for
the use of ECD practitioners/professionals/caregivers working at various levels. It will also be
used for age validation.
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Domain 1: Physical and Motor
Domain: 1. Physical and Motor Development
Sub-Domain: 1.1: Physical Development
Specific Aspect: 1.1.1: Nutrition
1.1.1.1: The child should be able to eat a variety of balanced and adequate
Standard:
nutritious food to achieve age appropriate weight and height
Birth – 6 Months
Indicators for children: Strategies for Caregivers:
1. Sucks breast milk on demand from  Initiate breast feeding within one hour after
birth, birth.
2. Expresses anticipation of feeding  No prelactial feeding (honey, sugar water etc.)
on seeing breast and food by
before initiation of breastfeeding.
reaching for it and showing
excitement.  Practice exclusive breast feeding for first 6
3. Attains weight and height as per months (180 days).
national standard (Growth  Avoid using feeders and pacifiers.
Monitoring and Promotion Card,
NNS, MoHFW).  Interact with the child (Talk to child, eye to eye
contact, touch, humming and singing
songs/rhymes, lullabies etc.)
 Record height and weight of the child to
monitor growth using Growth Monitoring and
Promotion Card, NNS, MOHFW (take child to
nearby health facility)
 Ensure immunization according to national
immunization program.
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7 Months – 12 Months

1. Shows interest for reaching breast  Begin adequate (quantity, frequency, variety)
and serving cup and plate. complementary feeding from 7 months and continue
2. Begins to take semisolid food. breast feeding up to 2 years.
3. Holds, bites and chews -food  Treat meal times as an opportunity (allow child to
(biscuits etc.) by her/himself. hold, bite and chew) to help child enjoy food and
become gradually independent in feeding
4. Tries a variety of foods when
offered (from seven months).  Avoid force-feeding.
5. Tries to hold and eat foods  Take the child to health facility (EPI center) starting
herself/himself (from 12 months). at age 7 months for Vit. A supplementation as per
national program (NID).
6. Attains weight and height as per
national standard (Growth  Ensure regular exposure to sunlight
Monitoring and Promotion Card,  Record height and weight of the child to monitor
NNS, MOHFW) growth using Growth Monitoring and Promotion
Card, NNS, MOHFW (take child to nearby health
facility)

1. Consumes a variety of foods from  Continue adequate (quantity, frequency, variety)
all food groups. complementary feeding up to 2 years.
2. Holds and drinks from cups with  Include children during family meals.
or without support (from 15
months)  Use homemade usual foods with varieties (add new
food i.e. fruits).
Holds spoon and gets food to
mouth.  Avoid feeding junk foods.
3. Tries new foods when offered and  Use iodized salt for preparation of food.
can indicate preference.  Ensure regular exposure to sunlight
4. Attains weight and height as per  Interact (talk, story-telling, familiarize with food
national standard (Growth items and feeding objects etc.) with children while
Monitoring and Promotion Card, feeding.
NNS, MOHFW)
 Record height and weight of the child to monitor
growth using Growth Monitoring and Promotion
facility)
 Take the child to health facility (EPI center) for
immunization, Vit. A supplementation, deworming
as per national program (EPI/NID) Ensure
immunization according to national immunization
program.
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1. Consumes a variety of foods from  Include children during family meals.
all food groups.
 Allow to share and eat with family members,
2. Differentiates between things that
can be eaten and that cannot be  Use homemade usual foods with varieties (add
eaten (from 25 months). new food foods).
3. Tries new foods when offered and  Avoid feeding junk foods.
can indicate preference.
 Encourage eating fruits and soft vegetables.
national standard (Growth  Use iodized salt for preparation of food.
Monitoring and Promotion Card,  Encourage the children to take her/his own
NNS, MOHFW) meals/foods
 Interact (talk, storytelling, familiarize with food items
and feeding objects etc.) with children while feeding.
 Record height and weight of the child to
monitor growth using Growth Monitoring and
Promotion Card, NNS, MOHFW (take child to
nearby health facility)
 Take the child to health facility (EPI center) for
immunization, Vit. A supplementation, deworming
as per national program (EPI/NID)
1. Consumes a variety of foods from  Encourage regular schedule for meals and snacks.
all food groups
 Encourage different category and varieties of foods.
2. Helps serving meal and share with
siblings and others.  Allow to share and eat with family members
3. Attains weight and height as per  Talk with children about the importance of food and
national standard (Growth water for health.
Monitoring and Promotion Card,  Encourage children to drink plenty/adequate of safe
NNS, MOHFW) water
 Avoid junk foods
facility)
 Use iodized salt for preparation of food.
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1. Consumes a variety of foods from  Help children to feed by themselves with utensils.
all food groups
 Encourage regular schedule for meals and snacks.
2. Participates in preparing Foods.
 Encourage different category and varieties of foods
3. Helps serving meal and share with
siblings and others.  Talk with children about the importance of food and
water for body.
national standard (Growth  Allow to eat and share food with family members
Monitoring and Promotion Card,  Give opportunity to help in preparing food and
NNS, MOHFW) encourage child to serve food to friends and guests
 Avoid junk food
 Encourage child to drink plenty/adequate of safe
water.
 Use iodized salts for preparation of food.
facility)
 Give opportunity to help in preparing food and
encourage child to serve food to friends and guests
 Involve children in seeding, harvesting and make a
small garden.
 Practice how to wash fruits and vegetables and
discuss why it’s so important to wash them before
eating.
. 61 Months – 72 Months
1. Explains in simple terms the  Allow children to feed themselves with utensils
benefits and the dangers of eating independently.
certain foods for human body.
 Involve children in collecting ingredients for
2. Recognizes foods from different cooking foods.
food groups with adult’s assistance.
 Avoid junk and street foods
3. States the nutritious value of foods
from different food groups (e.g.  Talk about foods which are healthier and more
egg/daal has protein that helps nutritious.
growth).  Allow them serving meals and appropriate behavior
4. Helps collecting food items and during meal time.
serving meals to family members  Engage children in different roles for purchasing
and guests. nutritious food items (e.g. “At the Haat/Bazar”).
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8. 73 Months – 96 Months

1. Feeds themselves with utensils  Allow children to eat adequate nutritious foods
independently.
 Involve children in preparing meals and serving
2. Explains the benefits and the them.
dangers of eating certain foods for
human body  Avoid junk and street foods
3. Given a selection of food, identifies  Talk about foods which are healthier and more
which foods are nutritious and nutritious.
which are not.  Organize games about serving meals and
4. Recognizes foods from different appropriate behavior during meal time.
food groups with or without adult’s  Engage children in different roles for purchasing
assistance. nutritious food items (e.g. “At the Haat/Bazar”).
5. Groups foods with the same
nutritional value together, (e.g. roti
and rice are both carbohydrates that
give energy)
6. Helps preparing and serving meals
to family members and guests
18
Sub-Domain: 1.1: Physical Development
Specific Aspect: 1.1.2: Physical fitness
1.1.2.1: The child should have adequate strength, stamina and energy to
Standard:
participate in a variety of physical activities.
Birth – 6 Months
1. Startles reaction to sudden loud sound is  Provide few hours daily for children to play
present after birth. and engage in physical activities and allow
2. Shows alertness (respond to light, sounds, adequate movement of limbs.
voices of parents, physical gestures e.g.  Message baby while nursing (during
smiles) while awake. Eye to eye contact is changing diaper/clothes, after bathing etc)
maintained, stops crying when picked up
and spoken to.  Interact with the child (hug the child, talk
to child, eye to eye contact, touch,
3. Turns eyes and /or head towards sound humming and singing songs/rhymes,
source at 3 months. lullabies etc.)
4. Sustains physical activity (active  Secure a daily routine and a clear schedule
movements of limbs), for few minutes. for sleeping and napping and the transition
5. Sleeps well (neonate 28 days sleep average process for these two activities.
16 hours daily) both during day and night.

1. Shows alertness (respond to sounds, voices  Provide few hours daily for children to play
of parents, physical gestures e.g. smiles) and engage in unstructured and structured
while awake. physical activities and adequate exercise
2. Sits on floor independently. regularly
3. Sustains physical activity (active  Secure a daily routine and a clear schedule
movements of limbs), for few minutes. for sleeping and napping and the transition
process for these two activities.
4. Shows delighted response to rough and
tumble play.  Play, dance, move with the child.
5. When offered a rattle, reaches for it  Provide/Introduce toys and play with the
immediately and shakes deliberately to child
make sound often regarding it closely.
6. Initiates physical exploring and interacting
(e.g. tries to reach objects when offered).
7. Sleeps well average 14 hours both during
day and night.
19

1. Sustains physical activity for about 15 to 30  Provide opportunity to join children in
minutes. games and activities that involve walking,
2. Drop and throw toys forward deliberately running, rising.
and watches them fall to ground.  Provide opportunities for physical activity
3. Walk and run independently. (e.g. allowing child to play on the mat, ask
child to dance, catch and throw a ball or
4. Participates in indoor and outdoor games. other soft toy, walk on non-slippery surface,
5. Demonstrates eagerness in participating in play with pull toy)
daily activities.  Provide children the opportunity to use
6. Sleeps well average 13 hours both during equipment and objects that involve
day and night. structured physical activities (movements
accompanied by song, rhythm), climbing,
balance exercises, etc.
 Provide children with periods of rest after
performing physical activities.
 Secure a daily routine and a clear schedule
for sleeping and napping and the transition
process for these two activities.

1. Sustains physical activities for about 15 to  Encourage children to join in games and
30 minutes. activities that involve walking, running,
2. Pushes and pulls large toys easily. Climbs to rising.
furniture.  Provide opportunities for physical activity
3. Throws balls from hand at body level, kicks (e.g. allowing child to play on the mat, ask
large balls. child to dance, catch and throw a ball or
other soft toy, walk on non-slippery surface,
4. Walks and runs independently play with pull toy)
5. Participates in indoor and outdoor games  Provide children the opportunity to use
6. Demonstrates eagerness in participating in equipment and objects that involve
daily activities. structured physical activity (movements
accompanied by song, rhythm), climbing,
balance exercises, etc.
 Provide children with periods of rest after
performing physical activities.

1. Participates actively in games, outdoor play,  Encourage physical activities such as
and other forms of exercises easily for 30 dancing, ball games, walking, hide and
minutes without being tired. seek, running etc.
2. Is able to keep pace with playmates
20
3. Marches in rhythmic motion  Involve children in a wide variety of
4. Incorporates various physical activities physical activity and movement in different
while moving from one place to another, times of the day and during daily activities.
e.g. raising hands/arms propping/clapping.  Provide opportunities to children for
5. Cooperates with sleep routines physical activities with friends and peer
groups every day and make it fun and
enjoyable.
 Provide opportunity to play out door with
friends

1. Participates actively in games, outdoor play,  Encourage physical activities such as
and other forms of exercises easily for 45 dancing, ball games, walking, hide and
minutes without being tired. seek, running, hopping and jumping etc.
2. Is able to keep pace with playmates in  Involve children in a wide variety of
outdoor games. physical activities and movement in
3. Marches in rhythmic motion for 5 minutes. different times of the day and during daily
activities.
4. Incorporates various physical activities
while moving from one place to another  Provide opportunities to children for
(e.g. hopping and jumping while walking or physical activities with friends and peer
running). groups every day and make it fun and
enjoyable.
5. With guidance participates in sleep routines
(get blanket, lie down on bed etc.)  Provide opportunity to play out door with
friends

1. Participates regularly in physical activities  Encourage physical activities such as
(e.g. walking, dancing, playing organized or dancing, ball games, walking, hide and seek
informal sports) games, running, hopping and jumping etc.
2. Participates in light domestic works and  Provide children with enough time for
physical chores which involve movement, outdoor physical activities and show them
physical activity (e.g. sweeping the floor, new movements, challenge them with new
washing clothes, putting away toys, hanging activities.
washed clothes, cleaning toys, moving
objects from one part of the room to  Involve children in physical activities in
another, etc.). daily routine.
 Provide opportunity to play out door with
friends

1. Participates regularly in physical activities  Encourage physical activities such as
(e.g. walking, dancing, playing organized dancing, ball games, walking, hide and
or informal sports, physical exercises) seek games, running etc.
over extended periods of time
21
2. Participates in domestic works and  Allow them to participate in outdoor
physical chores which involve movement, games with peers.
physical activity (e.g. sweeping the floor,
washing clothes, putting away toys,  Provide children with enough time for
hanging washed clothes, cleaning toys, outdoor physical activities and show them
moving objects from one part of the room new movements, challenge them with new
to another, etc.) activities.
3. Independently starts and participates in  Involve children in physical activities in

sleep routines most of the time. daily routine.
22
Sub-Domain: 1.2: Motor Development
Specific
1.2.1: Gross Motor skills
Aspect:
1.2.1.1: The child should be able to use and coordinate large muscles for
Standard:
body movements and postures.
Birth – 6 Months

1. Presence of primitive reflexes (e.g. grasp,  Hold/support children properly to suck
sucking, rooting etc.). breast
2. At 1 month lying on back, keeps head to one  Provide opportunity to hold and release
side. objects (finger, clothes etc)
3. Moves arms and legs in large jerky  Help children to sit with support
movements. At rest, keeps hands closed and
thumbs in.  Place toys /objects by the side of children
that helps her/him to turn from back to
4. When placed on abdomen head immediately side.
turns side.
 Play games with children accompanied
5. When pulled to sit little or no head lag by 3 with songs, which involve feet and hands
months. movements.
6. Turns from back to side by 3 months.
7. Lifts head and chest while on belly by 4- 5
months.
8. Reaches for toe and brings to mouth by 5-6
months.
9. Rolls over from front to back by 5/6 months
and back to front little later (6-7 months).
10. Sits with support by 6 months.

1. Sits without support by 7 months.  Help children to sit and crawl
2. Raises self from lying to sitting position by 7-9 independently
months.  Provide children with toys /objects that
3. Crawls by 7-8 months can be pulled, pushed and held.
4. Progresses on floor by rolling, wriggling on  Give children space to move freely, to try
abdomen or crawling. to walk, to try to rise and climb.
5. Stands with support by 8-9 months and then  Play games with children accompanied
without support by 10-12 months with songs, which involve feet and hands
movements.
6. Walks with support by 10-12 months.
23

1. Walks independently by 13 months  Provide long periods of active motor
2. Walks and run easily changing direction and play, indoors and out.
speed (15-18 months)  Provide children with opportunities to
3. Walks up and down stairs placing both feet walk, run, climb, and jump.
with help by 16 months,  Provide a variety of toys and different
4. Can push along and pull along toys by 18 materials which involves children in
months physical activities (ride, swing, climb,
etc.)
5. Climbs forward into adult’s chair by 18 months
 Involve children in activities that
6. Walks forward and backwards close to line by promote balance, different body
24 months positions.

1. Climbs up and down easily to and from bed etc.  Provide opportunity to play games that
2. Jumps in same place using both feet by 26 include sudden start and stops and
months. involve chasing peers. Include climbers.
3. Walks up stairs by alternating feet without  Provide children with opportunities to

support by 33 months. walk, run, climb, and jump.
4. Walks and runs in circle, around obstacles/  Provide opportunities to children to play
objects, can stand and walk on tiptoe by 36 with balls.
months  Provide a variety of toys and different
5. Catches a large ball with two hands by 36 materials which involve children in
months physical activities (ride, swing, climb,
houses of block pieces etc.) include
6. Kicks the ball forward by 36 months challenging obstacles-large pillows,
7. Maintains balance (on a low narrow edge, etc.) steps, ramps etc.
with assistance.  Involve children in activities that
promote balance, different body
positions.

1. Crawls under tables and chairs.  Allow children to run around, to crawl
2. Kicks and throws a ball with little control of under furniture and to climb up in safe
direction or speed from 37 months. spaces.
3. Can walk on tiptoe.  Play with children and demonstrate them

new skills and movements encourage
4. Walks alone upstairs and Walks down the them to try.
stairs with alternate feet ( one foot to step )
without assistance by 42 months  Play with children imitating animals that
jump.
24
5. Jumps on both feet and cross over small  Sing with them by associating
objects/obstacles keeping balance by 42 movements with music.
months
 Use dance movements involving all parts
6. Jumps over rope by 42 months of the body.
7. Can ride tri-cycle using pedals can steer it  Provide and help to ride tri-cycle
round wide corner by 37 months
 Allow children to practice hops on one
8. Hops on one foot by 48 months foot

1. Walks up and down the stairs holding handrail  Allow children to walk up and down
with alternate feet stairs.
2. Can stand, walk and run on tiptoe.  Create safe climbing opportunities for
3. Climbs ladders and trees children.
4. Kicks a ball, with control of direction.  Provide children with balls of different
sizes. Involve them in playing varieties
5. Can ride tri-cycle independently with sharp U of ball games.
turns easily by 49 months.
 Provide and encourage to ride tri-cycle
6. Walks easily on narrow line by 60 months
 Guide children to learn walking on
7. Skips on alternate feet by 60 months. narrow line and skipping

1. Hops 1 to 3 steps on preferred foot.  Provide children with balls of different
2. Kicks a ball with control of speed. sizes. Involve them in playing varieties
of ball games.
3. Walks on narrow edge, straight line, low
walls, without assistance.  Provide opportunities for children to
imitate and play movement games.
4. Stands on one foot without falling for at least
5-10 seconds even with arms folded.  Encourage imitating movements of
animals, characters, making different
5. Skips (alternating feet). shapes out of bodies (like two children
6. Can imitate any movement such as dance making a circle out of their two bodies, a
patterns. bridge, a square etc.), and making shapes
out of fingers.
7. Can ride baby size bi-cycle with help
 Allow and guide children to play
skipping
 Provide and help to ride bi-cycle

1. Coordinates movement of upper and lower  Provide children with the opportunity to
parts of the body. engage in physical activities in outdoor
spaces.
25
2. Performs complex movements smoothly  Involve children in organizing outdoor
(skipping, balancing on beams, hopping from activities using toys and other materials.
one place to another Organize group games/activities for
3. Throws a ball overhead with control of children
direction.  Play games with peers in school and at
4. Hits the ball with head. fields.
5. Participates in group games such as Hadoodoo,  Provide and encourage to ride bi-cycle
Daricha/Dariabandha, Chiburi, Ekkadokka and
other local activity-based games.
6. Can ride baby size bi-cycle independently
7. Can swim with assistance
8. Can climb ladder/trees with assistance
26
Specific Aspect: 1.2.2: Fine Motor Skills
1.2.2.1: The child should be able to use and coordinate movements of

Standard:
small muscles of hands and fingers.
Birth – 6 Months

1. Strong and symmetrical palmer grasp present  Provide opportunities for children to
but fades rapidly over 4-5 months, reach objects (like fingers, clothes, toys),
spontaneously opens and closes hands to grasp them, to hold them.
2. Lying supine –watches movement of own  Play games and sing songs that involve
hands before face and engages in finger play. hands and finger movements (clapping
3. Holds and retains adults’ fingers/other objects hands and waving hands etc.)
when kept in child hands for a moment by 3  Provide squeeze dolls/toys for holding by
months children
4. Catches adults’ fingers.
5. Reaches out with both hands for objects and
toys, objects and bottles by 4 months
6. Grasps and transfers objects from hand to
hand by 6 months

1. Grasps objects like block, cube etc. by whole  Provide opportunities for children to
hand (whole hand grasp by 7 months. reach objects (like rattles, cubes), to grasp
2. Holds cups/glass during feeding by 7 months to hold and play.
3. Uses pincer grasp to pick small objects by 9-  Play games and sing songs that involve
10 months. hands and finger movements (clapping
hands and waving hands etc.)
4. Makes large marks on paper when given
writing/ drawing instruments.  Give children appropriate finger foods to
eat (puffed/flattened rice, small biscuits
5. Empties small objects out of container by 9 etc.)
months
 Provide children with books with
6. Turns pages of large books, turning often laminated pages, drawing materials (wax
multiple pages by 8 months crayons, pencils etc.).
7. Scribbles spontaneously by 11 months  Read with them, scribble and draw with
8. Builds tower of two cubes by 12 months them.
 Provide squeeze dolls/toys for holding
and manipulation by children
 Allow children to play with cubes
27
1. Has a mature grasp, picks up small objects Strategies for Caregivers:

with near pincher grasp between thumb and tip
 Provide children with physical activities
of index finger.
that integrate movement with the uses of
2. Points to object with index finger. senses (shadow game, feet painting, sign-
3. Imitates crayon stroke by 13 months signal movements, etc.).
4. Uses objects (e.g. stick) to attain toy by 13  Model body movements by making
months certain activities together with them:
drum playing, etc.).
5. Uses either hand interchangeably to grasp
objects.  Provide toys and objects of different
textures.
6. Builds tower of 3 cubes at 18 months.
 Help children make different sounds like
7. Uses one hand consistently in most activities. blowing whistles/ flutes, shaking rattles,
8. Most of the time turns pages of the book one ringing bells, etc.
by one.  Allow children to pick small objects like
9. Puts small objects in/out of container. pupped rice, flattened rice
10. Scribbles by holding distal ends of thick  Help children to drink from glass
pencil/crayon/chalk/ charcoal.
11. Picks up pins and threads by 24 months
12. Drinks well from glass with little assistance.

1. Is able to make tower of more than seven  Provide children with activities that
blocks/ cubes involve use of hands in different positions
2. Holds thick pencil/crayon/chalk/ charcoal with and grasping objects.
the tips of all five fingers and scribbles  Provide children with story books,
spontaneously. images, and give freedom to explore.
3. Colors with strokes going out of the lines.  Provide children with drawing materials
4. Removes paper wrapping from small sweet by and encourage them to scribble and draw.
25 months  Guide children to build tower with
bocks/cubes
 Guide children to learn to remove paper
wrappings (sweets, toys, gift box)

1. Holds pencil near the point in preferred hand.  Provide children with materials, guide
2. Uses various drawing and art materials and engage them in drawing, cutting,
(crayons, finger paint, leaves, beads, charcoal, gluing activities where they can use their
chalk etc.) by pen holding grip (holding by fingers and hands coordination.
three fingers)  Provide drawing materials and tell them
rules of drawing/copying.
28
3. Copies and draws shapes and geometric  Guide them to draw, copy, and imitate
designs with assistance (vertical and through games and play.
horizontal lines, cross, diagonal lines etc.)  Provide opportunity to play with puzzles
4. Cuts a straight line by using scissors by 37 and cubes
months
5. Builds tower of nine or ten cubes
6. Manipulates small objects easily (string beads,
fits small objects in holes, etc.).
7. Completes simple puzzles.
8. Copies circle by 37 months and, square by 42
months
9. Draws persons head and add one or 2 parts.

1. Draws pictures using various drawing and art  Provide drawing and art materials and
materials (pencils, crayons, brushes, finger guide them to draw different shapes and
paint, leaves, beads, charcoal etc.). size, and human body parts
2. Makes different shapes by using small sticks  Provide manipulative materials such as
(match sticks), and seeds (shim/bean, tetul) threading beads, flower necklace, match
3. Cuts a curved line by using scissors without sticks, seeds, plastic bottle with cap etc.
assistance  Use every opportunity during activities to
4. Builds tower of ten or more cubes and bridges encourage child to write letters and
of 3 cubes numbers they know.
5. Writes some letters or numbers which can be  Encourage to wear his/her own dress,
recognized. shoe.
6. Screws and Unscrews lids  Provide opportunity to play colour
matching games
7. Fastens large buttons.
8. Colors with strokes staying within the lines
9. Copies cross and square
10. Draws persons with head leg and trunks and
usually arms.
11. Matches and name 4 primary colors.

1. Displays a definite hand preference for daily  Involve child in decorating activities
routine activities (eating, writing, picking and where they can decorate objects using
giving things etc.) various writing materials.
2. Draws purposefully vertical and horizontal  Ask child to “write name” on their own
lines, circle, copies diagonal lines, square, pieces of work.
rectangle, triangle and simple pattern of
different basic shapes
29
3. Copies triangles.  Provide materials and create opportunities
4. Builds up elaborate models when shown. to draw different shapes and size, human
body parts
5. Holds and uses pencil in dynamic tripod grasp
with good control like adults.  Provide opportunity to play colour
matching games.
6. Draws persons with head leg and trunks and
usually arms and fingers and other features.  Provide opportunities for child during
daily routine activities like eating meals
7. Names main 4 primary colors and matches 10 on their own, organizing toys, preparing
-12 colors. materials for activities, etc.
 Allow them to participate in different
group works, competition, program with
peers.

1. Gets engaged in complex hand eye  Engage child and participate in creating
coordination activities (e.g. fasten clothing, art works using different techniques
cut shapes, put together small pieces.). (points, lines, shadows, etc.), gluing
2. Copies complex patterns leaves, textures, decorating objects etc.
3. Draws a human figure (e.g. head, eyes, mouth,  Encourage children to play with water
trunk, arms, hands/fingers, legs, feet) and clay using hands to make different
play materials.
4. Ties a knot or shoelace
 Provide writing, drawing and painting
5. Buttons own dress/shirt materials and encourage children to use
6. Can catch a throwing ball them.
7. Can do threading, pasting and cutting with  Encourage to ware his/her own dress and
scissors. shoes.
30
Specific Aspect: 1.2.3: Sensory-motor Skills
1.2.3.1: The child should be able to use her/his senses (see, hear, touch,
Standard:
smell and taste) to guide motion.
Birth – 6 Months

1. Startles by loud sound and may cry.  Interact (talk, sing) with low/mild voice
2. Fixates face or light in line of vision; “dolls- with children and avoid exposure to loud
eye” movement of eyes on turning of the body sound/noise.
3. Watches persons and follows moving objects  Keep the child dry/clean and away from
180 degrees mosquitos/insects
4. Responds by turning/looking towards sounds  Hold and move colored dangling

and touch. pendulant toys in front of children’s eyes
which they can grasp.
5. Shows discomfort (cry, make noise, tries to
move) when kept with wet nappy,  Talk/sing and touch the child during
mosquito/other insects bites breast feeding and nursing
6. Coordinates eye and hand movements (puts
objects into mouth when got/offered).
7. Enjoys (smiles, giggles) during swinging and
rocking

1. Responds by turning/looking towards source  Interact (talk, sing) with low/mild voice
of sounds. with children and avoid exposure to loud
2. Shows discomfort (cry, make noise, tries to sound/noise.
move) when kept with wet nappy,  Keep the child dry/clean and away from
mosquito/other insects bites mosquito/insects
3. Explores objects with hands and mouth.  Provide toys and objects of different
4. Coordinates eye and hand movements (puts materials, textures and colours.
objects into large container).  Help children to learn colors, shapes,
5. Enjoys (smiles, giggles) during swinging and smells, tastes, temperature, etc. and
rocking explain not to touch food and objects that
are too warm or too cold.
6. Explores and responds to different surface and
textures (e.g., mats/pati, mud floor, soft
pillows etc.)
31

1. Demonstrates eye-hand coordination when  Provide children with physical activities
constructing with blocks or making a puzzle that integrate movement with the uses of
2. Is able to make tower of two to four senses (shadow game, feet painting, sign-
blocks/cubes signal movements, etc.).
3. Enjoys (active participation, smiles, giggles)  Model body movements by making

playing with objects of different textures certain activities together with children:
(sand, water, leaves, plastic, sponges etc.). dancing, drum playing, etc.).
4. Performs basic creative movements, with  Provide toys and objects of different
adult help (e.g., dances to music or rhythm) textures and help them learn the names.
5. Eats foods that require more chewing.  Allow to eat foods with different test and
texture like suzi, halua, soft fruits.
6. Controls own body movement while faces
obstructions during walking  Help children make different sounds like
blowing whistles/ flutes, shaking rattles,
7. Points to familiar persons, animals, or toys. ringing bells, etc.
Indicators for children Strategies for Caregivers:

1. Demonstrates eye-hand coordination when  Provide children with physical activities
constructing with blocks or making a puzzle, that integrate movement with the uses of
when putting beads into a stick/ hole, etc. senses (shadow game, feet painting, sign-
2. Enjoys playing with objects of different signal movements, etc.).
textures (sand, water, leaves, plastic, sponges  Model body movements by making
etc.). certain activities together with children:
3. Performs basic creative movements alone dancing, drum playing, etc.).
(e.g., dances to music or rhythm)  Provide toys and objects of different
4. Controls own body movement in a space textures and help them learn the names.
having objects which may cause harm (e.g.  Help children make different sounds like
walks around table without bumping into it) blowing whistles/ flutes, shaking rattles,
5. Enjoys (participate with joy) in climbing, ringing bells, etc.
walking on slopes, sliding, and swinging,
more sustained role play such as putting dolls
to bed, washing clothes, etc.
Indicators for children: : Strategies for Caregivers:
1. Reacts appropriately to environmental stimuli  Allow children to play games which
(bends on her / his knees when to soften/for involve use of senses and body
easy landing, moves quickly to avoid movements and activities like pushing
obstacles, avoids, recognizes different smells objects, climbing small ladders, swinging
etc.). and sliding.
2. Imitates movements of animals and  Play games in which children act out
reproduces their sounds. different animals by imitating their
movements and sounds.
32
3. Demonstrates (able to show) better eye-hand
coordination (catches a ball that jumps from
floor).
4. Shows preference for (able to do) activities
such as involving pushing objects, climbing
small ladders, swinging and sliding.

1. Demonstrates (able to show) concepts through  Allow children to play games which
movement (e.g., imitates an animal through involve use of senses and body
movement, sounds, dress, and dramatization) movements and activities like climbing,
2. Is able to do activities with more eye-hand swinging on a swing and sliding.
coordination (e.g. catches a bounced ball)  Set up games with obstacles that children
3. Shows preference for (able to do) activities must avoid or pass over or climb, etc.
such as climbing, swinging on a swing, and  Interact with child in activities that
sliding involve multiple sense, e.g., cooking
together.
1. Demonstrates awareness (able to show) of  Play with children to help recognize
sense in actions ( e.g. recognizes hidden different shapes, textures, sounds and
objects by touching them without seeing them, smells.
performs certain movements when hearing a
certain sound or direction, recognizes smells  Use games like “Stop and Start”.
with eyes closed, etc.)  Teach children games like “The Statues”,
2. Changes rhythm, direction and speed of “Hide and Seek”, “Kana- Machi’’.
movements when hearing different kinds of  Allow play with bat and ball, throwing
signals (colors, sounds, graphic symbols). and catching balls etc
3. Hits a medium-size ball (6” to 8”) with a bat
with some consistency
4. Catches a ball thrown from a distance of five
to ten feet

1. Carries a glass of water / milk / cup and  Ask children to change movements when
saucer across the room without spilling it hearing a certain signal, or when changing
2. Enjoys (can perform) vigorous/ dynamic the rhythm of a music.
active play combined with social contact and  Play games involving changing direction
game rules (e.g. freeze tag, hide and seek) and speed of movements.
3. Uses tools that require strength and skill of  Play “Follow the leader”. Ask children to
small muscles with moderate degree of perform the movements indicated by you
control (e.g. spray bottle, hole punching). or another child. Use games like “Stop
and Start”.
33
 Teach children games like “The Statues”,
“Hide and Seek”, “Kana- Machi’’
Sub-Domain: 1.3: Health, Personal Care and Hygiene
Specific Aspect: 1.3.1: Safe Practice
1.3.1.1: The child should be able to demonstrate ability to avoid harmful

Standard:
objects and situations.
Birth – 6 Months
1. Expresses discomfort by crying,  Provide constant close adult supervision, care
moving limbs and body parts. and guidance.
2. Shows trust in familiar caregivers  Provide a safe “child-friendly” environment
(makes eye contact with caregivers, (e.g., keep the baby woarm, use clean and dry
calm down with adult help.) soft clothes, avoid choking hazards,, keep child
away from harmful objects and environment like
cooking area ) Understand the risk factors and
signs of child neglect and respond appropriately.
Indicators for children:
Strategies for Caregivers:
1. Responds to adults’ cues about
 Provide constant close adult supervision, care
warnings of danger by staying close to
and guidance.
the caregiver.
 Provide a safe “child-friendly” environment
2. Differentiates (show friendly/
(e.g., keep choking hazards and poisons out of
unfriendly, happy/ unhappy gestures/
child’s reach, cover electrical outlets, fencing the
reaction) gesture between family
cooking area and exit points) and avoid away
members, caregivers and strangers
from harmful objects and situations.
 Explain it is not safe to touch when things are too
hot
 Understand the risk factors and signs of child
neglect and respond appropriately

1. Reacts (cry, sad facial expression,  Console the child by patting/reassuring/
cranky) when caregivers say “no”. /praising/explaining when reacts to “no”
2. Begins to avoid dangers (stove, ponds,  Provide constant supervision and use various
knives, etc.) with ways of pointing attention over dangerous
guidance/supervision situations and possible accidents that can happen.
3. Tells caregivers when somebody hurts Use the same signals and explain constantly.
her/him or makes her/him feel bad/  Provide constant supervision and steps to avoid
uncomfortable. burning, drowning, injury etc.
34
4. Holds caregiver’s hand when walking  Teach children to tell an adult if he/she is afraid,
in public places. has been hurt by an adult or another child, or sees
something that is not safe
 Understand the risk factors and signs of child
abuse and neglect and respond appropriately.

1. Responds to simple warnings that  Provide constant supervision and use various
prevent harm (stop, hot, wait etc.) ways of pointing attention over dangerous
2. Avoids dangers (stove, ponds, knives, situations and possible accidents that can happen.
etc.) with guidance/supervision , Use the same signals and explain constantly.
3. Tells caregivers when somebody hurts  Teach children whom to call or go for help during
her/him or makes her/him feel bad/ emergencies.
uncomfortable.  Encourage children to talk about his/her personal
4. Knows and holds caregiver’s hand experience when she/he felt danger.
when walking in public places/roads.  Provide constant supervision and steps to avoid
drowning, burning, road accidents such as fencing
of exit/danger points.
 Teach children to tell an adult if /she/he is afraid,
has been hurt by an adult or another child, or sees
something that is not safe

1. Communicates to peers and adults  Read stories / use images to illustrate risk
when she/he sees a dangerous situations and, dangerous situations (e.g. drinking
behavior (e.g., throwing rocks in the liquids from unknown bottles, getting close to a
playground when other children are pond or to a flame, etc.) and ask children to tell
playing, when someone is being you what they would do if they were in such a
bullied, or if another child is playing situation.
with sharp or dangerous objects).
 Mention constantly the difference between safe,
2. Understands the difference between unsafe and dangerous things/ situations.
safe and unsafe touch.
 Teach children that they are strong and capable,
3. Knows not to cross road without help and can rely on you to keep them safe.
of an adult.
 Demonstrate or show the preventive measures and
4. Does not touch or take medicine equipment.
without adult assistance but knows
that medicine can cure diseases.

1. Communicates to peers and adults  Provide children with role play materials like
when she/he sees a dangerous dolls, doll clothes, symbols etc. where children
behavior (e.g., throwing rocks in the can demonstrate understanding of danger, practice
playground when other children are
playing or if another child is playing
35
with sharp or dangerous objects) and personal safety and focus on whom and what can
helps to get others away from danger. be trusted.
2. Recognizes danger and poison  Provide practical knowledge on traffic signs and
symbols and avoids those objects or signals to the children by crossing roads with
areas. them.
3. Knows how to use sharp objects  Keep the medicine out of reach of children and
safely to avoid accidents with explain why
assistance.
 Become familiar with the risk factors and signs of
4. Knows that medicines are good for child abuse and neglect (more specific activities
cure diseases/ improving health if could be specified, like kissing, molestation,
taken properly but does not take touching etc.)
medicine in the absence of a
caregiver.
5. Looks both ways before crossing a
road, and knows to cross with adult
assistance.

1. Does not accept toys, candies, money  Use stories to discuss about danger and how to
or other things from strangers. deal with it.
2. Uses sharp objects safely to avoid  Ensure that the children know who they can go to
accidents. if they need help.
3. Understands that some behaviors may  Use examples from their personal experiences to
be harmful for the body (smoking, discuss about harmful behaviors.
playing with matches, sniffing
glue/paint etc.).  Create together with children posters, campaigns
advocating for avoiding dangers and ways to
4. Identifies adults who can assist in avoid dangerous situations.
dangerous situations (e.g. parent,
teacher, local leaders, police).

1. Does not accept toys, candies, money  Use examples from their personal experiences to
or other things from strangers and discuss about harmful behaviors (smoking,
motivates peers to do the same. drinking alcohol, playing with matches, sniffing
2. Understands that some behaviors may glue/paint etc.)
be harmful for the body (smoking,  Teach them to say “NO” to harmful behaviors and
drinking alcohol, playing with to avoid interacting with people with negatives
matches, sniffing glue/paint etc.) and habits and addictions.
tells friends about the negative
impacts of such behaviors.  Participate with children in community health
programs (e.g., local health facility, doctor,
3. Identifies adults who can assist in National Immunization Day-NID).
dangerous situations and use language
to ask adults or peers for kind of help  Take neighborhood walks with children and
needed. (e.g., parent, teacher, police). pretend to be community leaders looking for
potential danger.
36
37
Specific Aspect: 1.3.1: Safe Practice
1.3.1.2: The child should be able to demonstrate awareness and

Standard:
understanding of safety rules/simple instructions.
Birth – 6 Months

1. Turns eyes and head towards sound source of  Provide children with safe and secure
nearby voices, brows may wrinkle and eyes environment. Supervise constantly. Warm
may dilate. quiet comfortable room with less light.
2. Defensive blinks present by 6-8 weeks.  Use age and weight appropriate toys and
3. Cries lusty when hungry. equipment (e.g. teether, rattle, merry go
round etc.)

1. Distracts from unsafe behavior with words,  Provide children with safe and secure
physical prompts, or signal from adult but environment. Supervise constantly.
require constant supervision and guidance
(e.g., stops unsafe activity when told “stop”).  Use age and weight appropriate toys and
equipment.
2. Follows some consistently set rules and
routines (not to put fingers on electrical  Be consistent with talking about safety
points, do not go closer to fire, stove, oven, rules.
sharp objects etc.)

1. Follows established rules and routines (not to  Draw children’s attention to the importance
put fingers on electrical points, do not go of following safety rules when using play
closer to fire, stove, oven, sharp objects, equipment in order not to get hurt or hurt
pond, going out of home alone etc.) but not other children.
all the time.
 Use stories to stress safety rules in various
2. Demonstrates recognition of safety rules contexts (e.g. on the street, in shops, in
even if she /he does not follow them all the public places, on the playground etc.).
time.
 Constantly remind children about safety
3. Shows understanding of consequences for rules.
not following the rules/instructions by telling
what the consequences are; such as getting
hurt, putting others in danger, damaging
property and valuables etc.
4. Pays attention to indications safety
instructions with assistance in dangerous
38
situations (e.g. cooperates when told “let me
hold your hand while we cross the street”).

1. Follows established rules and routines (not to  Draw children’s attention to the importance
put fingers on electrical points, do not go of following safety rules when using play
closer to fire, stove, oven, sharp objects, equipment in order not to get hurt or hurt
pond, going out of home alone etc.) but not other children.
all the time.
 Use stories to stress safety rules in various
2. Demonstrates recognition of safety rules contexts (e.g. on the street, in shops, in
even if she/he does not follow them all the public places, on the playground etc.).
time.
 Constantly remind children about safety
3. Shows understanding of consequences for rules.
not following the rules/instructions by telling
what the consequences are; such as getting
hurt, putting others in danger, damaging
property and valuables etc.
4. Pays attention to indications safety
instructions with assistance in dangerous
situations (e.g. cooperates when told “let me
hold your hand while we cross the street”).

1. Understands and anticipate the consequences  Use every opportunity to discuss about
of not following the rules. safety rules and ways to avoid dangerous
2. Identifies the safety signs displayed on the situations (e.g. when you go out with
street or at home for safety protections children in public places).
against dangers.  Constantly appreciate when the children
follows the rules.

1. Understands the consequences of not  Use every opportunity to discuss about
following the rules. safety rules and ways to avoid dangerous
2. Identifies the safety signs in classroom or on situations (e.g. when you go out with
the street or at home for safety protections children in public places).
against dangers.  Draw children’s attentions to symbols and
3. Follows basic safety rules with assistance in signs that indicate danger or how to behave.
public transportation, on the street, in the Use such symbols and signs in activities.
playground, when riding a bus, bicycle,  Use books and posters about safety rules,
crossing street, interacting with a stranger traffic rules.
etc.
 Constantly appreciate when the children
4. Demonstrates actions to protect younger follows the rules.
siblings
39
 May share with news and pictures of
events.
40
1. Understands rules and instructions for fair  Engage children in role play activities
play. which involve different individuals
2. Follows safety rules and demonstrates providing safety and protective services
appropriate behavior while on the street, in such as Ansar-VDP, teachers, medical
public transportation or other public places. doctors, policemen, fire service etc.
3. Tells where and when she / he can ask for  Create together with children drawings of
help. people they can ask for help in dangerous
situations (parents, teachers, Community
4. Demonstrates safety rules knowledge and leaders etc.).
understanding during symbolic play.
 Provide practical knowledge on traffic signs
5. Follows the safety rules and regulations of and signals to the children by crossing
the community playgroup, preschool or roads with them along with visiting
school. community playground.
6. Names some dangers, such as fire,
electricity, medicines, insecticide, knife,
sharp objects, broken glasses, gas etc.
7. Is tender and protective towards younger
children.

1. Independently follows basic safety rules.  Encourage children in the dramatic play on
2. Avoids potentially dangerous behaviors. themes like: visit to a market, visit to a fair,
visit to a zoo etc. and practice traffic rules
3. Identifies people in community who can and ways to avoid dangerous situations.
help them.
 Introduce to and Invite fisherman, boatman,
4. Explains how to get help in emergency farmer, and medical doctors to talk to
situations (finding a teacher, community children about dangerous situations and
leaders, police or responsible adult). how to avoid dangers.
5. Demonstrates safety rules and engages in
dramatic play (e.g., “Tells doll to keep
fingers away from the hot stove.”)
6. Demonstrates safe behaviors (not creating
conflict) while playing with other children
and participating in activities.
7. Names dangers, such as fire, electricity,
medicines, insecticide, knife, sharp objects,
broken glasses, gas etc. and describes its
effects to others.
41
Specific Aspect: 1.3.2: Body cleanliness and oral hygiene
1.3.2.1: The child should be able to demonstrate personal care and oral
Standard:
hygiene skills.
Birth – 6 Months

1. Cooperates and shows comfort when  Change child’s clothes/nappy when wet or
change wet/soiled nappy/cloth, cleaning of soiled.
body
 Dress the child comfortably (clothes not too
2. Enjoys bathing and caring routines, responds tight or too loose).
obvious pleasure to friendly handling at 1
month.  Regularly bath the child and cut nail as
required
3. Demonstrates comfort to self-soothe and fall
asleep.  Clean child up after urinating and after
4. Relaxes during bathing routines. bowel movement.
 Make these moments enjoyable, talk to
her/him, sing her/him while changing
nappies, bathing, or dressing, etc.

1. Cooperates and shows comfort when  Change child’s clothes/nappy when wet or
change wet/soiled nappy/cloth, cleaning of soiled.
body
 Dress the child comfortably (clothes not too
2. Cooperates with adults in cleaning of the tight or too loose).
oral cavity.
 Clean gum and mouth cavity of the child
3. Demonstrates increasing ability to self- regularly.
soothe and fall asleep.
 Provide designated place for urinating and
4. Relaxes during bathing routines.
bowel movement (e.g., toilet bowl, selected
5. Responds to verbal stimuli and assists place in one area of the house or yard) and
during changing clothing (keeps reasonably dispose in proper place.
still).
 Clean child up after urinating and after
6. Removes loose clothing (e.g., socks, caps) bowel movement.
with help by 12 months.
 Regularly bath the child and cut nail as
required
 Teach child words for urinating and bowel
movement (e.g. pee, shishi, hagoo.)
 Make these moments enjoyable, talk to her
/ him, sing her / him while changing
nappies, bathing, or dressing, etc.
42

1. Holds cup for drinking with assistance.  Accompany children to bathroom and
2. Holds toothbrush, puts toothbrush in mouth, appreciate her /his efforts to wash and brush
brushes teeth with assistance teeth independently.
3. Washes and dries hands at appropriate time  Regularly bath the child and cut nail as
with minimal assistance (before meals, after required
toileting, etc.).  Model and practice personal care skills
4. Indicates the need to urinate or move bowels (wash and dry her /his hands, brush her/his
(sometimes still does it in her/his teeth, use toilet) and appreciate her /his
underpants/panty). efforts.
5. Demonstrates interest in changing  Use poems, songs, stories about personal

clothes/nappy when wet or dirty. and oral hygiene skills.
6. Uses personal care objects correctly and  Discuss with children about personal care
regularly, sometimes with assistance (e.g., and hygiene rules while supporting them to
drinks from open cup, combs hair, brushes practice the skills (e.g. we must put the
teeth). hand on the mouth when coughing or
sneezing because etc.).
 Name the discomfort or illness symptoms,
e.g. “my belly hurts”, “I feel hot” etc.

1. Holds cup for drinking independently.  Accompany children to bathroom and
2. Holds toothbrush, puts toothbrush in mouth, appreciate her /his efforts to wash and brush
brushes teeth with minimal assistance, teeth independently.
3. Washes and dries hands at appropriate time  Model and practice personal care skills
with minimal assistance (before meals, after (wash and dry her /his hands, brush her/his
toileting, etc.). teeth, use toilet) and appreciate her /his
efforts.
4. Indicates the need to urinate or move
bowels. Pull down pants when using toilet  Use poems, songs, stories about personal
(sometimes still does it in her/his and oral hygiene skills.
underpants/panty).  Discuss with children about personal care
5. Squats with full steadiness. and hygiene rules while supporting them to
practice the skills (we must put the hand on
6. Demonstrates interest in changing clothes the mouth when coughing or sneezing
when wet or dirty. because etc.).
7. Uses personal care objects correctly and  Name the discomfort or illness symptoms,
regularly, sometimes with minimal e.g. “my belly hurts”, “I feel hot” etc.
assistance (e.g., drinks from open cup,
combs hair, brushes teeth).
43
1. Attempts to feed self-using fingers/ spoon to  Provide child-appropriate materials (non-
eat food (rice, fruit, other foods). breakable/melamine plates, cups, glasses,
2. Attempts to pour water in glass, cup, mug spoons) for feeding.
etc. with assistance.  Dress children in clothes that are
3. Cooperates with adults in brushing teeth. comfortable and easy for the child to
remove when needed.
4. Washes and dries hands with assistance
before meals and after using toilet.  Accompany children to specified places
(bathroom, basin, tube well side) to wash
5. Dresses without assistance except for and brush teeth and appreciate her / his
buttons and for tying shoe strings. efforts.
6. Knows and goes to the designated place to  Appreciate when children cover their mouth
urinate or move bowels by her/himself. while coughing/sneezing and use
7. Takes bath with assistance. handkerchief/ tissues.
 Regularly bath the child and cut nail as
required.
 Reward them for dry night, never bully for
bed weting.

1. Feeds self-using fingers/spoon to eat foods  Encourage regular bathing and help the
(rice, fruit, other foods) with minimum child in cutting nail as required
assistance.
 Create a special place where children can
2. Brushes teeth without adult support. keep their personal hygiene belongings (e.g.
3. Decides, with few prompts, when to carry soap, comb, toothbrush, etc.).
out self-help tasks (e.g., to wash hands when  Play symbolic games like “Going
dirty, after toilet and before meals) shopping” when children can make use of
4. Participates in helping younger siblings with different personal care items to buy or sell
personal care routines. (soaps, tooth paste, bath sponges, towels,
etc.)
5. Covers mouth while coughing and sneezing.
 Appreciate when children cover their mouth
6. Chooses own clothes and dresses. while coughing/sneezing and use
7. Can undress and dress except for shoe laces, handkerchief/ tissues.
ties, back buttons.  Organize small group games where children
8. Takes a bath without assistance but under play “patient and doctor”.
adult supervision.  Discuss about illness symptoms.

1. Demonstrates independence in personal  Provide opportunity to practice personal
hygiene (brushes teeth, washes hands before care and hygiene skills.
and after eating food, after using toilet, after
playing or touching dirty things, covers  Discuss about the importance of personal
mouth while coughing or sneezing , keeping care and hygienic practices.
fingernails clean, uses toilet independently)  Read books with the children about health
and personal hygiene.
44
2. Pours milk or water in glass, cup, mug etc.  Recite small poems and songs about
easily and with minimal spills. personal hygiene rules.
3. Dresses and undresses without assistance  Allow children to dress by themselves
and combs and ties hair with assistance.
4. Names hygienic eating habits such as
covering food and water, drinking safe water
or washing fruits and vegetables before
eating.
5. Buttons and ties dresses with minimum
assistance and puts shoes on and ties laces
without assistance.

1. Dresses and undresses independently, Able  Encourage children to participate in daily
to button and put shoes on, without classroom care, including cleaning
assistance. straightening shelves, caring for plants and
2. Can organize dresses and shoes and keep pets, and preparing snacks.
them clean  Avoid providing unnecessary assistance
3. Tells the importance of daily hygienic habits .Encourage independence in self-help task,
such as taking a bath, brushing teeth every such as toileting and dressing for outdoor
morning and before going to bed in the play.
evening, combing hair, cleaning nails.  Provide opportunity to practice personal
4. Gets engaged in and completes simple care and hygiene skills.
routines without assistance (taking a bath,  Discuss about the importance of personal
brushing teeth, combing hair). care and hygienic practices
5. Gains independence in hygiene practices  Read and make books with the children
(e.g. wash hands before taking food and about health and personal hygiene.
after using toilet, use water after
toilet/flushes toilet etc.).  Recite poems and songs about personal
hygiene rules.
6. Describes the value of good health practices.
(wash hands to get rid of germs, drink milk
to build strong bones etc.
45
Domain 2: Social and Emotional
Domain: 2. Social and Emotional
Sub-Domain: 2.1: Social Development
Specific
2.1.1: Interaction with Adults
Aspect:
Standard: 2.1.1.1: The child should be able to trust and interact with familiar adults.
Birth – 6 Months

1. Smiles at faces when observe familiar persons.  Introduce new faces to the child.
2. Expresses comfort with the caregiver, smiles at  Establish frequent contact and ensure eye
caregiver, uplifts body for going to the contact with the child.
caregiver.
 Address children by their name when
3. Imitates familiar adults’ gestures and sounds. talking to them.
4. Shows affection and initiate preference for  Talk and sing frequently, especially while
familiar adults by facial expressions and doing routine activities.
gestures (smile, moves hands, cooing, etc.)
 Mothering with voice intonation (low and
medium/ giggle)
 Appropriate and gentle touch and talk

1. Distinguishes between familiar and unfamiliar  Ensure the child is surrounded by familiar
adults by not reaching out for unfamiliar adults and trustful people and allow the child to
(e.g., prefers comfort from familiar adult) explore the environment in the presence of
2. Exhibits separation anxiety by crying when the adult to overcome the fear.
caregiver is not in sight or clinging to caregiver  Hold, cuddle, hug, smile, and laugh with
in the presence of strangers (separation anxiety children and respond to their cues and
increases over time and then diminishes) movements.
3. Initiates and keeps interactions with adults who  Read and look at books with children in
take care of him/ her. ways that foster feelings of trust and
4. Uses body movements and gestures to initiate security. Give children sense of security
social interactions (touch with hands to ask for when around unfamiliar adults.
attention, hang hands to be taken).
46
5. Shows enjoyment for peek-a-boo by caregiver.  Frequently play with the child with soft
6. Responses to own name when utters by toys to maintain interaction.
caregiver.
7. Gives and takes objects when presented.

1. Hugs and kisses “familiar” persons.  Express empathy, sympathy and
2. Imitates and play hide and seek with adults. understanding for children’s reactions.
3. Looks at faces and makes eye contact.  Introduce and name different emotions to
children through faces of pictures or
4. Establishes attachment with a consistent adult facial expressions (happy, sad, angry)
other than the primary care giver.
 Respond to children’s emotional and
5. Expresses the need for security in physical needs, verbal and non-verbal
unpleasant/uncomfortable situations, looking communications (gentle touch / hug),
for trustful adults. play together with them.
6. Imitates adult’s reactions (helps to put away  Encourage children to ask questions and
the toys, pretends to read or cook near the adult ask questions about their activities,
who is doing the same thing). feelings, preferences, etc.

1. Differentiates between strangers and familiar  Listen carefully and with interest to what
adults, initially may show slight anxiety or children say and expand on the message.
shyness but later on is friendly with strangers.
 Help children manage feelings of distress
2. Gets engaged in conversation with adult and (talk to the child/ console and gentle and
enjoys playing interactively with adults (peek- appropriate touch).
a-boo, rolling a ball)
 Provide opportunities for children to
3. Asks adults (other than primary caregiver or interact with familiar and trustworthy
adult family members) for help or to indicate adults.
what she/he wants.
 Help children to play with peers/ siblings
carefully in the presence of an adult
37 Months – 48 Months 


1. Verbalizes feelings related to events that arise  Praise children’s positive behavior
in classroom / home environment in a positive  ssibblings and adults
during interaction.
way.
 Listen to children attentively and ask for
2. Separates from significant adults with their opinion in small decisions to ensure
assistance and without demonstrating a great respect (example which toy/dress/book
deal of anxiety (younger child may need extra would you like)
help)
 Demonstrate same behavior towards
boys and girls.
47
3. Expresses feelings about adults (e.g., “I love  Use children’s name while interacting
Auntie.”) with them.
4. Expresses affection towards the familiar adults.  Use appropriate greetings according to
5. Responds to forms of greetings used by the different times of the days and social
adults with appropriate cultural gestures. contexts.
6. Speaks respectfully with adults, using  Encourage children to express positive

appropriate titles. feelings towards familiar adults, provide
opportunities to interact respectfully with
7. When needed, asks for help and provides help, adults.
as well and does things to please the adults
(brings the slippers, dances or sings, etc.)  Bring children to family gatherings and
introduce him/her with others.
 Use positive behavior and words when
separating from children.
 Make promises to children only that you
can keep.

1. Recognizes adult’s ideas and experiences by  Talk about turn taking in games and
listening and asking questions. activities
2. Clarifies rules and routines before following.  Engage children in daily tasks and
3. Shares personal opinion when he/she does not cooperate with them (watering plants,
agree. arrange for meal).
4. Demonstrates love and affection towards  Demonstrate equal behavior towards

family members and others. boys and girls.
5. Shows confidence and positive feelings about  Discuss that many people are needed to
relationships with significant adults in addition accomplish a task and that each one’s
to caregivers (e.g. teachers). contribution matters.
 Allow children to ask questions, answer
child’s questions patiently and truthfully
 Ask children questions about their
activities, feelings, preferences, etc.
 Prepare the child for separation.
 Reinforce and acknowledge children’s
positive behavior with adults
 Make promises to children only that you
can keep.

1. Gets engaged in conversation with familiar  Facilitate children’s interactions with
adults from the family and community (e.g. adults in various social contexts and
parents, grandparents, other grandparents from encourage communication and
participation (e.g. to ask for information, to
answer to questions, do simple shopping),
48
the playground, neighbour, family physician, in school or family, play ‘’seller and
shop assistant, etc.). buyer”, “physician and patient”, etc.
2. Verbalizes feelings related to events that arise  Demonstrate respect and trust towards the
in classroom / home environment in a positive children, discuss about the relationships
way. with others, about daily activities and about
3. Appropriately uses cultural gestures of greeting the significant events experienced by the
without prompting. children.
4. Clarifies rules and routines before following,  Provide an appropriate communication

by asking questions. model by avoiding interrupting the children
while they are speaking
 Talk with children about their feelings,
support and validate children’s feelings and
engage in meaningful conversations with
them.

1. Recognizes familiar adults within the  Offer examples and model appropriate
surrounding and builds up trust. behavior through respectful interactions
2. Recognizes the importance of adult’s ideas and with others; (e.g. role playing, going to
experiences by listening and asking questions. the doctor, doing shopping, going to the
fair, etc.).
3. Shares personal opinion when he/she does not
agree with or see the value of a rule or routine  Demonstrate respect and trust towards
the child, discuss about the relationships
4. Interacts appropriately with adults (does not with others, about daily activities and
interrupt) and shows respect. about the significant events experienced
by the child.
 Respond to child’s questions with
patience and truthfulness.
 Model and explain why it is important to
be respectful to adults in a variety of
settings and contexts
49
Specific
2.1.1: Interaction with Adults
Aspect:
Standard: 2.1.1.2: The child should be able to ask for help when needed.
Birth – 6 Months

1. Cries, makes sounds, or uses body  Nurture children with, hugs, cuddles and kind
movements to signal caregiver for words.
assistance, attention, or need for comfort.
 Respond to children consistently and provide
2. May use one or two specific sounds to help and comfort when they are distressed.
draw caregiver’s attention.
 Observe and stay close to the children and be
ready to offer support.

1. Tests caregiver responses to his/her  Respond to children’s needs and reinforce
behavior (e.g., reaches for a forbidden small accomplishments.
object and looks at caregiver to check
response)  Recognize that respond to children’s calls for
assistance.

1. Looks for indication from adults in regard  Respond positively to children’s questions
to the appropriate or inappropriate and calls for assistance.
behaviors.
 Set appropriate and consistent limits.
2. Asks help from the adult while facing a
difficulty (cannot open a box with toys,  Follow children’s cues and offer guidance
cannot ensure the stability of a tower when appropriate.
made by wooden blocks etc.) or while
playing with other children

1. Looks for indication from adults in regard  Acknowledge and describe child’s appropriate
to the appropriate or inappropriate behavior (e.g., “well done! You remembered
behaviors. to put your toy in its place.”).
2. Starts an activity after getting suggestions  In case of inappropriate behaviour explain it
or directions from adult (e.g. to find a to the child (example: slapping or spitting on
missing piece of a toy) others)
50

1. Recognizes that adults have more  Acknowledge and show appreciation for
experience and therefore asks for child’s accomplishments.
guidance.
 Answer clearly and directly to children’s
2. Follows caregivers’ guidelines for questions; encourage children to ask questions
appropriate behavior in different to get information.
environments.
 Set and clarify the acceptable limits for
3. Brings simple problem situations to behavior.
adults’ attention (another child is hurt or
needs help, hears strange noises, or the  Demonstrate positive attitudes; avoid negative
food is burning on the stove, etc.) behaviors. For example, if the care-giver
shouts most of the time while talking to other
4. Seeks emotional support from familiar people, the child will do the same.
caregivers.

1. Asks questions frequently to adults to get  Answer child’s questions directly.
information
 Describe and discuss simple problem
2. Seeks assistance from adults in the situations; comment on specific situations
community, when appropriate (e.g., observed in the school, playground or on TV.
neighbor, rickshaw puller/van driver,
shop-keeper)  Provide opportunity to express the need to
receive emotional support, help them to feel
comfortable expressing such a need.
 Show your empathy and availability by verbal
and non-verbal behavior and encourage
children to express their need for support.

1. Demonstrates understanding of when to  Encourage children to try to solve problems by
bring issues to attention of known adult. his her own.
2. Speaks to an adult for clarification  Encourage the children to inform parents or
when they feel tempted to break rules trustworthy adults if she/her encounter
and routines. someone who behaves inappropriately (
example good or bad touch)
 Demonstrate openness for children to feel
comfortable to come to you with questions and
assistance.
 Provide children with the opportunities to
observe and participate in adults’ talk.
 Discuss about the importance of not talking
while somebody else is talking and waiting for
51
their turn and having the right tone while
speaking.
 When a child is making a mistake, instead of
scolding discuss about what we have learnt
from it.

1. Seeks assistance from adults in the  Tell children to ask for help and encourage
community (e.g., neighbor, rickshaw them to solve the problem with you.
puller/van driver, shop-keeper etc.)
 Put the children in situation to see that asking
and providing help reflects regular social
behaviors and not an expression of failure.
 Create situations, which counteract the fact
that girls ask questions more frequently when
asking for help than boys. Address the
stereotype that boys have to manage on their
own.
 Remind the child to ask an adult before they
break rules and routines
52
Specific
2.1.2: Interactions with Peers
Aspect:
2.1.2.1: The child should be able to interact positively and cooperatively

Standard:
with other children through play.
Birth – 6 Months

1. Smiles spontaneously at other children and  Smile frequently to the children and have eye
in response to familiar facial expression of contact
others.
 Provide him/her the opportunity to be with
other children e.g. taking him/her to relatives/
neighbors’ home.
 Imitate children while playing

1. Observes other children and imitates their  Get older siblings/relatives/ other children to
sounds, actions, and motions. respond positively to child’s sounds,
2. Reaches out to touch other children or gestures, facial expressions through verbal
grabs their toys and plays with their toys and non-verbal behaviors.
alone (e.g. examines toys, swipes toys in  Create environment for the child to play with
mobile). other children/ sibblings
3. Displays amusement interacting with other

children (gestures, cooing, babbling,
waving of arms and legs).

1. Looks at other children with interest,  Provide opportunities for children to play and
watches them, and imitates their behavior interact with other children from own and
(e.g. siblings’ behaviors). other cultural backgrounds regularly in order
to become familiar with peers from various
social, cultural and linguistic environments.

1. Begins to take turns with other children  Create a safe environment where two or more
during play, with assistance from primary children can play with toys at one time.
caregiver
53
2. Accepts adult intervention to negotiate  Encourage children to discuss about their
disputes with other children over toys imaginary friends.
3. Gets engaged in play alongside, but not
necessarily with, other children (parallel
play), may sometimes grab their toys.
4. Initiates social interaction with peers,
shows enthusiasm about the company of
other children and spontaneously shows
preference for familiar playmates.
5. Plays cooperatively with other children
and may hug/kiss or hold their hands.

1. Talks to other children, asks them  Provide opportunities for children to engage
questions, communicate with them to settle in a variety of play activities with other
arguments, with assistance. children (e.g. dramatic play, art projects, free
2. Indicates preferences and intentions by play outside, dance class).
answering yes/no questions (e.g., “Are you  Balance opportunities for culturally
done with that? Are you still using it? Can consistent and cross-cultural skill
Sima use it now? Do you want to keep development. (Introduce children with
it?”). various cultural festivals).
3. Shows or shares food, books and toys with  Encourage children to play and share of toys
other children. with other children.
4. Separates willingly from adults to play  Discuss with the children on how to listen
with friends, most of the time. and talk to others.
5. Makes friendship with at least one other  Support children play by staying nearby,
child. offering props, and assisting with conflict
6. Understands the concept of ‘mine’ and resolution
‘his/hers’.  Ask older siblings participate in caring for the
children.

1. Plays with other children without  Support children’s play with peers by staying
prompting. nearby, offering props, and assisting with
2. Makes decisions with other children with conflict resolution.
adult prompts as needed.  Encourage children to make friends
3. Negotiates with other children to solve a  Provide opportunities for children to meet
problem, with assistance. friends.
4. States a position with reasons (e.g., “I do  Identify elements specific to the group to
not want to play right now because I am which the children belong to (learning centre
tired.”) or peer group) in order to build sense of
5. Initiates an activity together with another belonging, which is associated with solidarity
child. and social and emotional security.
54
6. Actively participates in classroom and group  Use names and symbols to help to identify
routines and in play/games with other the children with the learning centre or peer
children but plays his own way. group.
7. Makes and maintains friendship with at
least one other child or small group of
close friends.

1. Gives social support to others (e.g., offers  Discuss and demonstrate how different things
to help a peer who cannot find his/her toy). can be achieved when people work together
2. Follows suggestions given by a friend (Chorui bhati-small picnic).
about how to proceed in their play.  Provide opportunities for children to help
3. Has friends in different settings (e.g., others (e.g., help a younger sibling to draw
neighborhood, school) and maintains pictures, help mother in household chores).
friendships with two or more peers.  Provide children with possibility to play in
4. Actively participates in classroom and small groups, where everybody has a specific
group routines. role and responsibility.
5. Plays organized group games fairly (e.g.

does not cheat in order to win).
6. Has a best friend or small group of close
friends.
7. Initiates an activity together with another
child and asks permission to play with toy
being used by another.

1. Shows loyalty towards friends by standing  Encourage the children to express opinion, to
by them in time of need. identify many alternatives for solving a
2. Proposes and follows a playmate’s problem or for developing a play.
suggestions about how to play agreeably.  Praise children when they accept other
3. Identifies herself/himself as the friend of children’ suggestions and help each other.
other children from close environments  Give opportunity to be part of different group
(learning centre, home/para, and activities in various social settings (learning
neighborhoods of grandparents). centre, home/para, and neighborhood of
grandparents) in order to identify with those
groups and to practice inclusion and
collaboration on different settings.
55
Specific
2.1.3: Pro- Social Behavior
Aspect:
2.1.3.1: The child should be able to take social cues from the environment
Standard:
and adjust her/his behavior accordingly.
Birth – 6 Months

1. Repeats actions many times to cause a  Set and respect rules and routines for food,
desired effect (e.g. smiles because it make hygiene and sleep, taking into account both
caregivers smile and laugh). individual and cultural preferences.
 Constantly be sensitive to the child.
 Remain consistent in respecting specific
routine.

1. Follows simple rules and routines for sleep  Communicate to children non-verbally, as
and food. well as verbally (e.g. expressing approval of
2. Associates certain adults’ behaviors with the child’s behavior by smiling).
his/her own behaviors, vice versa (while put  Make eye contact when communicating
in the bed, it is expected to sleep, raises
hand to be held and fed).
3. Is shy or quieter with strangers.

1. Refers to caregiver for cues on how to  Set and repeat simple rules, “we wash our
respond to an unfamiliar person (e.g. will be hands to eat before eating”, “before we go
more relaxed and comfortable with stranger to the playground, we put the toys in the
if caregiver smiles at/talks to unfamiliar right place” in similar situations and react
person) appropriately to child’s behaviors e.g. praise
2. Experiments with effects of own actions on the child for respecting the rules, explains to
objects and people him/her if s/he does something wrong.
3. Demonstrates understanding that playing

with certain desirable or forbidden objects
will get adults’ attention and that a negative
behavior attracts negative reactions.
56

1. Anticipates and follows simple rules (e.g.  Communicate to child non-verbally, as well
put the toys at the right place, not to as verbally (e.g. expressing disapproval of
destroy what other children built, etc.). the child’s behavior by shaking head in both
2. Usually quiets down or stops when directions).
caregiver shushes him/her  Make eye contact when communicating.

1. If he/she needs something, can wait quietly,  Use direct observations and verbal
as told, until caregiver is able to attend to explanations and put the children in the
him/her. situation to become aware that each social
2. Notices a sudden change in mood of the context has its own rules (e.g. if I want to
caregiver and/or people around him/her. play swing, I need to wait for my turn, if not,
we get hurt).
3. Asks “why” questions to show effort at
understanding effects of behavior (e.g. “If I  Communicate to children non-verbally, as
do this, why does that happen?”). well as verbally (e.g. expressing disapproval
of the child’s behavior by shaking head in
4. Demonstrates understanding of the both directions).
consequences of own actions on others.
 Make eye contact when communicating.
 Respond to children’s ‘why’ questions
clearly and explicitly.

1. Describes and recognizes other children’s  Remind children rules and routines; display
positive, thoughtful and kind behaviors. them on the walls in an accessible,
2. Shows empathy for physically hurt or appropriate graphic format.
emotionally upset child.  Use repeatedly advises like “Now we wait
3. Follows simple rules without reminders …”, “first you do that …, then we do that”
(e.g. puts away toys in appropriate place  Make lists (according to children’s
after playing). understanding) of positive behaviors you
4. Waits for his/her turn during the play. appreciate; play pretend games with
children to identify and appreciate these
5. Attempts to follow daily schedule behaviors.
conscientiously.
 Motivate children with comments like
6. Follows rule and accepts consequences if “before lunch I am going to see the good
they break the rules. behaviors that you did today”.
 Give children possibility to get involved in
play, by providing them with time, toys and
by suggesting topics.
57

1. Uses play to explore, practice and  Create opportunities for children to interact
understand social roles. with other children and adults in a wide
2. Describes and explains how own actions and range of contexts.
responses make others happy.  Practice through game and drama rules of
3. Cooperates with peers to complete a task conduct.
with little conflict.  Encourage children to tell what happened in
4. Demonstrates empathy by engaging in the family, at home, in regard to the
caring behavior so others respond positively. relationship between rules and their
consequences in the social life.
5. Cooperates to minimize conflict or tension.
 Set clear guides or boundaries and remind
6. Knows when to stop asking questions. child when necessary
 Help child to predict the consequences of
positive and negative behavior
 Use dolls and animals to build empathy.

1. Plays or works without disturbing others.  Help children to become aware about the
2. Expresses disagreement of inappropriate connection between emotions and actions
behavior (“this is not right, wait for your by asking direct and specific questions.
turn”).  Encourage them to express their feelings of
3. Respects simple rules to participate in frustration when treated unfairly.
activities and play.  Help children to anticipate the
4. Participates in small or bigger group consequences of actions for developing
activities, sometimes as a leader, sometimes problem solving ability.
as a player.  Give children possibility to mark their
5. Shows appropriate expression to social cues participation (in a game) on a table or small
in the environment (e.g. understands when board.
s/he should be quiet or when s/he can talk in  Give opportunity to play in groups of
classroom/hospital/religious places/other various sizes.
social gatherings).
 Pay special attention to integration of
marginalized children (e.g. disadvantaged
by poverty, disability, ethnicity and gender)
58
Specific Aspect: 2.1.3: Pro- Social Behavior
Standard: 2.1.3.2: The child should be able to cooperate with others.
Birth – 6 Months
1. Smiles at other children and adults  Play with others near to children (e.g.
relatives/neighbors’ children).
 Talk with the child while play.
1. .Reaches out to touch other children or  Praise and cooperate with child when they are
grabs their toys initiating an interaction.
 Talk with the child while play.

1. Expresses joy to be together with other  Conduct group activities on a regular basis
children or familiar adults. with singing and movement games.
2. Begins to share and take turns, with  Give opportunity to interact and play with
assistance. nearby other children; give examples of
cooperation with others in daily activities
(preparing the meal, other domestic
activities).

1. Starts to play in parallel with other  Give opportunity to interact and play nearby
children. other children; give examples of cooperation
2. Participates in loosely structured group with others in daily activities (preparing the
games (e.g. chase, dramatic play). meal, other domestic activities).
3. Follows family routines (e.g., meal time  Create opportunity to be in the company of
behavior). other people and praise the enthusiasm they
showed.
4. Starts to share toys, with adult’s help.
 Demonstrate through your own behavior what
it means to cooperate while playing with
children; provide toys for 2 or 3 children to
play in the same time.
59

1. Seeks out other children to play with.  Promote a sense of belonging and
2. Notices and comments on who is absent interdependence within groups (e.g., clean up or
from routine group settings. eating).
3. Identifies self as member of a group.  Provide times when children can participate in
group activities (e.g., family meals, circle time).
4. Agrees to an adult’s suggestion and
joins a group of children playing.  Praise the children for showing interest to play
with other children.
5. Starts to recognize what it means to take
turns and waits for turns.  Read books, use dolls, cars etc. to demonstrate
through characters what it means sharing,
waiting your turn, cooperating with others.
 Play regularly with children in order to practice
taking turns.
1. Uses play to explore, practice, and  Provide opportunities for dramatic play that
understand social roles. promote group work and an understanding of
2. Respects and follows the group’s social roles.
decisions.  Encourage children to be involved in activities
3. Cooperates and exchanges objects while traditionally considered inappropriate to his/ her
playing. gender and provide immediate positive
feedback when you observe that they chose
4. Recognizes what it means to take turns such activities e.g. boys playing with dolls and
by doing so. girls playing football.
5. Shares materials and toys with others  Facilitate and stress on homogenous playing
willingly. grouping, because girls and boys are tempted to
group separately. In the same time, monitor the
playing group and assist when girls are less
involved in the game because of the dominating
boys or vice versa.
 Create opportunity to share materials, opinion,
etc. to follow up any task.
 Play regularly with children in order to practice
taking the turn and waiting for your turn.

1. Shares materials and toys with other  Provide opportunity to share materials and toys
children willingly. to encourage helping and sharing.
2. Sustains interactions by cooperating,  Suggest new ideas for play with other children.
helping, sharing, and suggesting new
ideas for play.
60
3. Completes simple projects with other  Provide opportunity for the children to
children. participate in simple projects/games with other
4. Plays different roles with children (e.g. children
leader, follower).

1. Works with other children to overcome  Provide opportunities for children to contribute
challenges. ideas to group discussions and decision making.
2. Invents activities, which involve more  Encourage participation in group games,
than one child. allowing children to make up or modify rules.
3. Assigns roles to other children while  Help children understand that to cooperate by
playing. fulfilling a request is different than obeying an
order.
 Stress on mixed grouping like boys, girls, able
disabled etc. Supervise play-groups and assist
when girls are less involved because boys are
dominant or vice versa.
61
Specific
2.1.3: Pro- Social Behavior
Aspect:
Standard: 2.1.3.3: The child should be able to adapt to diverse settings.
Birth – 6 Months

1. Actively observes surroundings  Provide opportunities to explore and play in
a range of familiar settings.
 Orient the child for adopting new situation.

1. Demonstrates recognition of a new setting  Provide opportunities to explore and play in
by changing behavior (e.g., looks to parent a range of familiar settings.
for guidance).
 Orient the child for adopting new situation.
2. Separates from primary caregiver in familiar
settings outside the home environment e.g.  Provide children with mirror which do not
going out with grandfather to visit relatives. break and opportunities to see faces with
various emotional expressions.

1. Explores new settings with guidance from  Recognize that children may be
caregiver. uncomfortable when routines change, and
comfort them.
 Introduce children to a variety of settings,
including diverse cultural settings (e.g.,
Mela, market, park, playground)

1. Explores new settings with guidance from  Talk with children about how one setting is
caregiver different from another setting.
2. Explores and plays in a range of familiar  Create a care-giving environment that
settings reflects child’s home culture, to create
3. Displays ease and comfort in a variety of consistent settings.
places with familiar adults (e.g., home,
store, and playground)
62

1. Asks questions or acts in uncertain ways in  Introduce children to a variety of settings,
unfamiliar settings and environments. including diverse cultural settings (e.g., mela,
2. Explores objects and materials, and market, park, playground)
interacts with others in a variety of group  Provide children with reminders when
settings. changes in schedule are planned
3. Makes smooth transitions from one  Demonstrate and explain appropriate
activity/setting to the next during daily behavior for different settings
routine with guidance.
 Involve children in signalling transitions
(e.g., ringing bell, singing particular song)

1. Adjusts behavior to different settings (e.g.,  Demonstrate and explain to children how to
home, playground). stand up for self and others when they treated
2. Expresses anticipation of special events in with bias.
different settings by participating in pre-  Prepare children for transitions to learning
event activities. centers through a variety of activities (e.g.,
3. Accommodates smoothly in a variety of visit a learning centre).
settings throughout the day by not  Encourage children to think about and be
complaining. prepared for diverse cultural settings.
 Ask children to describe or draw pictures of
different places, including places from
his/her cultural background.
 Provide activities related to a variety of
transitions (e.g., moving, travelling etc.).

1. Anticipates diverse settings and what will  Allow children to interact with adults and
be needed in them, with assistance (e.g., children from different cultures or
“We’re going to play ground so I’ll bring a backgrounds.
ball.”).
 Treat house help, subordinates, or those less
2. Shows concern about fairness within peer fortunate with respect (e.g., talking to them
group (e.g., “Everyone gets a turn.” politely).
“That’s not fair.”).
 Encourage children to use both mother tongue
3. Recognizes others’ abilities in certain areas and mainstream language to name actions and
(e.g., “Sumi sings really well.” “Imran is a objects in the environment. Use labels in
fast runner.”). different languages.
63
4. Names and accepts differences and  In case of a child with disability use
similarities in preferences (e.g., food alternative communication mode.
preferences or favorite play activities).
 Stress on respect for linguistic diversity and
5. Notices different wording for different address immediately biased behaviors (e.g.,
culture for the same object. when a child’s name is pronounced in a wrong
6. Notices different age groups (e.g., elderly, way on purpose).
young adults, teenagers, children) and  Provide books in many languages and of
recognizes differences among people in the different cultures.
family, school and community.
7. Asks questions that indicate s/he notices
differences in socio-economic status (e.g.,
why is he begging in the street).
8. Talks about gender differences and roles.

1. Asks questions that indicate s/he shows  Allow and encourage children to interact with
interest in people who look different from adults and children from different cultures or
those the child commonly sees. backgrounds.
2. Asks questions about new / different words  Answer children questions regarding diverse
(dialects) and practices in the community groups s/he observes without hint of prejudice
(e.g. rural or urban setting, socio-economic or discrimination.
status).
 Incorporate new settings and individuals in the
3. Adapts with diverse setting and individuals group.
in the group.
 Demonstrate respectable behavior to the home
4. Is willing to make friends with other support staff and other less fortunate
children and adults in different situations individuals at home.
and locations (schools, neighborhood).
5. Treats house help or those less fortunate
with respect (e.g. talking to them in a polite
manner).
64
2.1.3.4: The child should be able to take responsibilities, negotiate and

Standard:
participate in decision-making.
Birth – 6 Months

1. Nothing implies.  Create opportunities to share objects, as a first step in
learning pro-social behaviors.
 Model this behavior through your own conduct.

1. Accepts adults’ interventions to  Create opportunities to share objects, as a first step in
negotiate disputes about toys by learning pro-social behaviors.
stopping crying.
 Model this behavior through your own conduct

1. Starts to share and give back  Provide assistance to share toys. You could ask: „Are
toys, with adult’s assistance. you still playing with X? X could take it? Want to keep
2. Expresses preferences and simple it?”
intentions by using words and  Invite children to a joint activity such as drawing.
gestures. While drawing, share art materials and ask children to
give you the pencil they are using and praise for the
behavior. (e.g. Please give me the yellow pencil.
Thank you! Look how nice we can draw together!).
 Encourage the children to let others know about what
they would like to do.
 Have conversation on topics like “My favorite food”,
“My favorite game” etc.

1. Expresses preferences and simple  Ask and encourage when children express
intentions by using words and preferences
gestures.  Explain ones roles and responsibilities
 Demonstrate and talk on responsible behavior
with children
65

1. Talks to other children to solve a  Give children enough time to discuss and
conflict, with help from an adult. negotiate to resolve the conflict before you
intervene.
 Explain the importance of positive conflict
resolution, e.g. It’s so good when a child gives us
the ball! We play very nice together! We can share
our toys to other children, as well!

1. Participates in decision making games  Present several alternatives to children.
with adults’ assistance and uses
various strategies (e.g. bargain,  Take children to the park, playground to practice
exchange). social skills.
2. Makes his/her rights explicitly and  Encourage children to solve the tasks
demonstrates conflict negotiation independently once you know that they will be
ability (e.g. “I gave you the glue after successful. Provide assistance, on request.
I finished the doll…”).  Read or share stories and fairy tales of character
who solves conflicts in a positive manner.
 Encourage children for positive behavior on
disability issue by storytelling.

1. Takes into consideration wishes and  Discuss about feelings of rejection when one is
needs of other children. not included by others or when someone refuses to
2. Uses simple strategies to solve share toys.
problems, both individual and or  Encourage children to describe facts rather than
group problems. about the person when talking about a conflict.
3. Looks for solutions and solves  Encourage their initiative for conflict resolution,
problems, individually or collectively by asking their opinion: What do you think we
with other children, without adult should do to solve this problem?
assistance.
 Facilitate activities, which allow children to
negotiate conflict resolution (dramatic play,
constructions)

1. Avoids situations, which generate  Discuss with children the alternatives for diverse
conflict. situations.
2. Accepts and respects responsibilities  Give children enough time to discuss and
by fulfilling them. negotiate.
66
3. Tries to repair or correct the possible  Give opportunities for children to make choices.
destructive consequences of his/her Support them by proposing various options.
behavior.
 Model responsible behavior.
4. Uses multiple strategies for conflict
resolution (first talk, and then ask
adult’s help
5. Makes simple decisions, with a
minimum supervision from adult
(food, clothes, toys, books)
67
2.1.3.5: The child should be able to demonstrate empathy for others and
Standard:
the natural world.
Birth – 6 Months

 Change facial expression while listening  Demonstrate and talk about situation
to sad or happy songs and the music (does this music make
you sad?)

1. Smiles when sees a smiling face.  Respond quickly to children’s sounds, cries,
2. Reacts when someone is crying or upset. and moods in a gentle and reassuring way.
3. Explores plants, flowers, and other living  Support and stay with the children during
things with multiple senses. stressful situations.
4. Observes and follows the people  Provide mirrors and opportunities for
surrounding him/ her. children to see faces and emotions.
 Provide children with regular opportunities
for play outdoors and observe environment.

1. Demonstrates awareness of feelings during  Demonstrate and explain responses to loss,
pretend play (e.g. soothes a crying doll) injury, or pain
2. Expresses interest and excitement about  Provide opportunities to identify emotions
animals and other living things by the use of pictures, posters, and mirrors
 Provide opportunities for dramatic play with
simple themes and props

 Notices other children who are happy or sad  Encourage children to develop an
understanding of the feelings, ideas, and
 Expresses emotions about self and how
actions of others (e.g., appreciating others
another child might feel (e.g., “I think
for their action) .
Tanya is sad because she is crying.”)
 Share the environment of the natural world
with children (e.g., by playing outside
68
together, reading books and telling stories
about the nature and world)
 Demonstrate empathy towards nature,
animal and environment
 Play dramatic play with children to show
empathetic behavior

1. Shows concern and comforts peers’ feelings  Model friendly, positive, and respectful
when they are hurt or upset. manner when listening and responding to
2. Adopts a variety of roles and feelings during children’s comments and suggestions.
pretend play.  Read stories with children about diverse
3. Communicates appropriate feelings of cultures and family structures
characters in stories.  Provide opportunities for children to play
with friendly manner with pet animals and
natural enviornment.
 When there is a conflict between two
children, demonstrate empathy for both
children.
 Allow to play with other children to
promote understanding of others’ intentions
and feelings.

1. Shows empathy for those in emotional or  Encourage children to understand others’
physical pain. emotions, ideas and actions by reading
2. Shows concern and comforts peers’ feelings books,
when they are hurt or upset.  Demonstrate positive attitude in daily
3. Expresses feelings and emotions towards behavior in the family and learning center;
characters in stories.  Use stories where characters have to
4. Cares for plants, flowers, and other living overcome unpleasant situations; remind
things. children how specific characters behave in
those situations, e.g. “Do you still remember
what the friend said when the bear left?”

1. Comforts family members or friends  Provide opportunities for children to share
through actions and words who aren’t and discuss feelings.
feeling well or are upset.
 Help children to assist others and take
2. Expresses excitement about special events others’ perspectives into consideration
and accomplishments of others within
cultural context and expectations
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3. Considers others’ wants and needs, at times  Encourage children to draw a picture of a
(e.g. shares toys with a crying child) time a friend felt happy, sad, lonely, etc.
4. Expresses emotion in response to hurt  Discuss about a character in a story, taking
person cultural differences into consideration.
 Set an example for children by respecting
the natural world and discussing why it is
important (e.g., not littering, preserving
trees).

1. Demonstrates sympathetic behaviors to  Provide opportunities for children to share
family members or friends through actions and discuss own and others feelings.
and words who aren’t feeling well or are
upset.  Encourage children to draw pictures of
different emotions situations and he and his
2. Volunteers to assist and comfort peers by friend has faced.
using words and actions
 Discuss different emotions of a character in
3. Adjusts plans in consideration of others’ a story, taking cultural differences into
wants and needs, at times consideration.
4. Expresses emotion in response to hurt  Set an example for children by respecting
person or animal the natural world and discussing why it is
5. Protects environment with care (e.g. likes to important (e.g. not littering, preserving trees
give food to pets, take care of plants, does etc.).
not waste water/electricity, throws waste
materials in appropriate bins etc.)
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Sub-Domain: 2.2: Emotional Development
Specific Aspect: 2.2.1: Emotional expression
2.2.1.1: The child should be able to recognize and express appropriate

Standard:
range of emotion (anger, joy, frustration, jealousy, fear etc.).
Birth – 6 Months

1. Shows distress when with unfamiliar  Respond positively (verbally or by facial
persons. expressions) to children’s cry/ laughter or to other
2. Enjoys when hugged. behaviors they use to express a range of feelings.
3. Cries, uses facial expressions and

body movements to express
emotions.

1. Responds to others’ behavior (cries  Comfort children in stressful situations quickly to
when other children cry). make them feel safe.
2. Smiles, waves, laugh, babbles as  Play with children by making them have fun by
response to positive interactions with unusual expressions and facial movements, sounds
adults. (e.g. Tukki).
3. Frowns when he/she cannot succeed  Demonstrate empathy (respect and respond to
to do something. others’ feelings) towards other adults, children and
animals.
 Encourage children through non verbal and verbal
expression of encouragement such as saying “very
well”, “Bravo!/Bah /Shabbash” , “you almost
succeded” with a warm hug or cuddles. Also show
how to solve the problem (if he/she is
unsuccessfull after several tries out).
 Play with children using age appropriate and safe
toys

1. Smiles, waves, laugh, in response to  Help children relate to words which express
positive interactions with adults. emotions.
2. Frowns when he/she cannot succeed  Use play/ games/story telling materials in which
to do something. children can show/ imitate expression of joy,
enthusiasm, sadness, fear, etc.
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 Play with children by making them have fun by
unusual expressions and facial movements, sounds
(e.g. Tukki).
 Nurture children with kind words, hugs and
cuddles.

1. Recognizes and expresses simple  Encourage children to share their feelings, to
emotions (fear, joy, sadness) with reproduce verbally and non-verbally and by
appropriate facial expressions, imitating the emotion of different characters from
words, gestures, signs and other stories, books, cartoons etc.
means towards familiar persons and
animals.  Encourage children to continue “very well”,
“Bravo/ Bah /Shabbash” ,!”, “you almost
2. Is able to name the basic emotions. succeded” and show appropriate expression and
e.g., happiness, sadness, anger. help the child to keep him/her motivated .
 Listen carefully and with interest to what children
say, expanding on the emotional expression.

1. Uses role play to understand and  Be children’s partner in new games, in a way that
respond to emotions. they could imitate facial expression style and non-
2. Associates emotions with words and verbal behaviour.
facial expressions in others.  Reflect on children’s feelings, when children learn
3. Uses appropriate words to express about own and others’ emotions and do not know
emotions. emotions’ names. Do not ask children “How do
you feel?” try instead to identify child’s emotions
and then to communicate it to him/her as a
question or sentence. e.g. are you happy or are you
angry? Mom is happy or sad etc.
 Support the child to identify and respond to his/her
peers’ emotion.
 Discuss how the characters in a book might feel
while reading stories with children. e.g. the boy
was excited to find a treasure.

1. Uses role play to understand and  Be children’s partner in new games, in a way that
respond to emotions. they can imitate facial expressivity style and non-
2. Associates emotions with words verbal behavior.
and facial expressions.  Reflect on children’s feelings, when children learn
3. Names and talks about own about own and others emotions and do not know
emotions. emotions’ names. Do not ask children “How do
you feel?”, Try instead to identify child’s emotions
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4. Reacts emotionally in a balanced and then to communicate it to him/her as a
and flexible way in various question or sentence. e.g. are you happy or are you
social and physical angry? Mom is happy or sad etc.
environments, e.g. expresses
 Discuss how the characters in a book or visual
sadness when at loss but does not
media might feel while reading stories with
have emotional outburst.
children. e.g. the boy was excited to find a treasure.
 Support the child to identify and respond to his/her
peers’ emotion.
 Avoid cultural, gender, ethnic, geographic, class,
ability differences in expressing feelings. Do not
say for example, boys shouldn’t cry or girls are
timid.

1. Expresses emotions through play and  Discuss with children about sound, rhythm, music
arts. and emotions.
2. Shares with others (peer and familiar  Support the child to identify and respond to his/her
adults) his/ her feelings/ emotions. peers’ emotion.
3. Expresses emotions through words  Involve children in different artistic activities
e.g. frustration, happiness, fear. (painting, colouring) and ask them about what they
do and how they feel. If they start describing an
event, a dream or an emotion, listen carefully and
provide support like “I understand” or “and then?”
 Encourage children to use words and expressions
which name emotional moods. Ask qustions like
“How does this toy makes you feel?” “How do you
feel when somebody shouts at you?”

1. Expresses emotions in daily life  Discuss with children about sound, rhythm, music
activities through different and emotions.
ways/gestures (e.g. jealousy,
frustration, happiness and fear).  Involve children in different artistic activities
(painting, colouring) and ask them about what they
2. Shares with others (peer and familiar do and how they feel. If they start describing an
adults) his/ her feelings/ emotions. event, a dream or an emotion, listen carefully to
3. Reacts emotionally in a balanced and them and provide support like “I understand” or
flexible way in various social and “and then?”
physical environments (e.g.  Encourage children to use words and expressions
expresses sadness when at loss but which name emotional moods. Ask qustions like
rarely shows emotional outburst). “How does this toy makes you feel?” “How do you
4. Expresses emotions in words (e.g. feel when somebody shouts at you?”
jealousy, frustration, happiness and  Dialogue with children about emotions they
fear). experience in group activities (watching movies,
listening to the music, dancing, storytelling, etc.).
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5. Is able to express emotion
appropriately in a group situation.

Specific Aspect: 2.2.2: Self Control
2.2.2.1: The child should be able to demonstrate their ability to understand

Standard:
and follow rules and routines.
Birth – 6 Months

 Be emotionally available and sensitive to
children
 Observe child to understand his/her daily
living pattern

1. Develops increasing consistency in  Establish individual child focused routines
sleeping, waking, and eating patterns. for eating, sleeping, toilet training and other
2. Gets engaged in some regular behaviors regular activities while taking into account
(e.g., sings or babbles self to sleep). family’s care practices.
3. Participates in routine interactions (e.g.,  Establish routines while being flexible to

cooperates in dressing) meet children’s needs.
4. Anticipates routine interactions (e.g., lifts  Be emotionally available and sensitive to

arms toward caregiver to be picked up) children.
 Be consistent in your interactions with
children.

1. Tests limits and strives for independence  Acknowledge children’s appropriate
2. Anticipates and follows simple routines, behavior in different settings.
with reminders and assistance (e.g. washes  Establish routines while being flexible to
hands, helps to pick up and put away toys). meet children’s needs.
 Offer children two real choices that are both
okay from the adults’ point of view (e.g.,
“Do you want to wear a red or blue shirt?”)
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1. Anticipates and follows simple rules, with  Establish routines while being flexible to
reminders (e.g., expects to hold hands when meet children’s needs.
going out).
 Set simple rules and respond consistently to
2. Anticipates consequences for not following children’s behavior.
rules.

1. Participates easily in routine activities (e.g.,  Engage children with schedules and
meal time, snack time, bed time). routines.
2. Follows simple rules without reminders  Prepare children for changes in daily
(e.g., handles toys with care). schedule by providing advance warning,
3. Demonstrates increasing ability to use talking with, and listening to child.
materials responsibility.  Display visual cues for rules and routines.
4. Adapts to changes in daily schedule.  Keep list of rules positive and short.
5. Predicts what comes next in the day, when  Enforce rules consistently and respectfully.
there is an established and consistent
schedule.  Engage children in setting appropriate rules.

1. Demonstrates increasing ability to use  Keep list of rules positive and short; include
materials purposefully, safely, and rules addressing bias and prejudice that are
respectfully. understood by children (e.g. do not make fun
2. Adapts to changes in daily schedule easily. of people with disability)
3. Predicts what comes next in the day, when  Enforce rules consistently and respectfully
there is an established and consistent  Display visual cues for rules and routines.
schedule.
 Engage children in setting appropriate rules
 Prepare children for changes in daily
schedule by providing advance warning,
talking with, and listening to child.
Indicators for children: Indicators for children:

1. Gets engaged in and completes simple  Clearly communicate rules, routines and
routines without assistance (e.g., puts on expected behaviors
sandal to go outside).
 Make daily plans with children, underlining
2. Applies rules in new but similar situations. items that are different from the usual
3. Explains simple family or classroom rules routine
to others.  Talk with children about the positive reasons
for having rules (e.g., so people don’t get
hurt)
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1. Gets engaged in and completes routines  Clearly communicate rules, routines and
without assistance (e.g., brushes teeth every expected behaviors
day, washes hand before meal).
 Make daily plans with children, underlining
2. Follows rules in different settings (e.g., items that are different from the usual
lowers voice when enters Masjid/ temple routine
3. Applies rules in new but similar situations  Discuss and explain to children the positive
(e.g., washes hand before meal even at reasons for having rules (e.g., so people
school or other places) don’t get hurt).
4. Explains simple family or classroom rules  Model following routines in daily life
(e.g. should listen quietly while others are
talking, should not leave home without
parent’s permission) to others.
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Specific Aspect: 2.2.2: Self Control
Standard: 2.2.2.2: The child should be able to regulate their feelings and impulses.
Birth – 6 Months

1. Signals needs with sounds or  Snuggle, cuddle, and physically nurture the children.
motions (e.g., cries when hungry or
reaches for wanted object of  Respond to children’s signals for attention
comfort).  Stay with children during stressful situations to help
2. Relaxes or stops crying when him/her regulate emotions.
comforted (e.g., when held or
spoken to softly).
3. Sucks thumbs when feel insecured.

1. Comforts self by clutching,  Provide children with calming materials (e.g., soft
sucking, or stroking when tired or blanket or toy).
stressed (e.g., calms while stroking
or holding soft blanket).  Stay with children during stressful situations to help
him/her regulate emotions.
2. Communicates need for support or
help from adults (e.g., holds out  Demonstrate managing own emotions and impulses.
arms when tired).  Facilitate play to help the child divert and calm down
 Name own emotions when interacting with children.
 Accept children’s expression of a full range of
emotions (e.g., display understanding when child
shows anger).
 Facilitate parent –child interaction during day care
time

1. Comforts self by clutching,  Recognize and name children’s feelings and
sucking, or stroking when tired or behaviors (e.g., “You seem happy today.”).
stressed (e.g., calms while stroking
or holding soft blanket).  Intervene sensitively when children are having
difficulty regulating impulses.
2. Communicates need for support or
help from adults (e.g., holds out  Facilitate play to help the child divert and calm down
arms when tired).  Facilitate parent –child interaction during day care
time
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1. Names some emotions (e.g., happy,  Help children explore safe and appropriate ways to
excited, sad, mad, tired, scared). manage and express feelings and impulses (e.g.,
2. Seeks caregiver support and redirecting to appropriate activity when necessary).
attention when feeling strong  Read books or take help of audio visual aids with
emotions. children that focus on emotions and emotional
3. Begins to control impulses (e.g., regulation.
says “No” when reaching for  Facilitate play to help the child divert and calm down
forbidden object; restrains self
from stepping on a book on the  Accept children’s expression of a full range of
floor, refraining from touching emotions (e.g., display understanding when child
fire). shows anger).

1. Expresses strong emotions  Engage with children to provide support when they
constructively, at times with have difficulty.
assistance.
 Encourage children to continue “very well”, “Bravo/
2. Expresses ownership of feelings Bah /Shabbash” ,!”, “you almost succeded” and
and desire to control self, with show appropriate expression and help the child to
assistance. keep him/her motivated
3. Calms self after having strong  Provide guidance when children need assistance
emotions, with guidance (e.g., talks regulating emotions.
with favourite persons when upset)
 Acknowledge children for expressing and regulating
4. Waits for turn and shows patience intense feelings.
during group activities
 Facilitate play to help the child divert and calm down
5. Is able to stick to a difficult task
without becoming overly  Discuss what upset the children later when they are
frustrated. calmer

1. Expresses strong emotions  Engage with children to provide support when they
constructively, at times with some are facing difficulty
assistance
 Provide guidance when children need assistance
2. Expresses ownership of feelings regulating emotions
and desire to control self, with
some assistance  Acknowledge children for expressing and regulating
intense feelings
3. Calms self after having strong
emotions, with guidance (e.g., talks  Discuss what upset the children when they are
with favourite persons when upset) calmer.
4. Waits for turn and shows patience  Ensure active involvement of the child in social /
during group activities. family gathering
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5. Is able to accomplish difficult tasks
without becoming overly
frustrated.

1. Expresses self in safe and  Discuss how different ways to express impulses are
appropriate ways (e.g., expresses appropriate in different environments (e.g., set rules
anger or sadness without fights). that prohibit children from making fun of each
2. Shows ability to control destructive other’s differences).
impulses, and seeks peaceful  Work with children to establish procedures for taking
resolution to conflict with turns.
guidance.
 Encourage children to settle disputes with other
3. Modifies behavior and expression children independently, but monitor children’s
of emotions for different safety.
environments with guidance.
 Guide group discussions about problem solving and
4. Stops and listens to instructions conflict management.
before jumping into activity.
Bah /Shabbash” ,!”, “you almost succeded” and
show appropriate expression and help the child to
keep him/her motivated
 Ensure active involvement of the child in social /
family gathering

1. Expresses self in safe and  Facilitate discussion among peers about conflict and
appropriate ways (e.g., expresses ask them to come with a solution
anger or sadness without fights).
 Catch them when they are good and praise them
2. Shows ability to control destructive
impulses, and seeks peaceful  Have clear rules for each activity
resolution to conflict most of the  Let children practice control their emotions both
time (e.g. leaves the place of positive and negative
discomforts shares the problem
with a friendly person about the  Provide plenty of time and opportunities for children
conflict, seeks advise, try to follow to play, explore, experiment and accomplish tasks.
conflict management strategies).
3. Modifies behavior and expression
of emotions for different
environments.
4. Follows instructions before
jumping into activity.
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Specific Aspect: 2.2.3: Self concept
2.2.3.1: The child should be able to perceive themselves as unique

Standard:
individuals and demonstrate awareness of their own abilities.
Birth – 6 Months

1. Shows preference for primary caregivers  Use children’s name during interactions.
2. Shows facial expression and body  Respond to children’s individual needs and
movement toward desired people or objects play with them, making eye-contact,
3. Plays with one object more often than others talking, and gesturing.

1. .Explores own body (e.g., observes hands,  Use children’s name during interactions
reaches for toes) and explores the face and
other body parts of others (e.g., touches  Cuddle and be responsive to children to
caregivers’ ears, hair, hands) foster trust and attachment and make time to
be fully engaged with the children.
2. Responds with gestures or vocalizations
when name is spoken  Provide unbreakable mirrors for children to
look at self and point and label body parts
3. Shows preference for primary caregivers
 Involve children in family traditions, rituals,
4. Points or moves toward desired people or and activities.
objects
 Provide children with choices of activities
5. Identifies familiar objects (e.g., bottle, and objects to play with and follow the
blanket) child’s lead during play and exploration.
6. Repeats a motion or noise to replicate a
result
7. Makes choices about what toys to play with
8. Responds for action (e.g. claps, smile, cry).

1. Recognizes and calls attention to self when  Give children appropriate and varied
looking in the mirror or at photographs choices.
2. Identifies objects as belonging to him or her  Provide safe environments for active
3. Points to at least two body parts, when exploration.
asked and points to and names some of own  Child should not be criticised based on his /
body parts her preference for particular adult / peer
80
4. Shows preference for familiar adults and
peers
Months – 36 Months

1. Tests limits and strives for independence  Allow them to test themselves within set
2. Identifies self and uses own name when limits.
asked (e.g., “I am a boy.” “My name is  Provide opportunities for children to talk
Kamal”) about self and others.
3. Shows awareness of being seen by others  Allow children to occupy themselves
(e.g., exaggerates or repeats behavior when without interrupting.
notices someone is watching)
 Be aware and respectful of cultural
4. Occupies self appropriately for brief periods differences in expressing independence.
of time (e.g., 10 to 15 minutes)
 Share your enthusiasm and describe
5. Makes choices (e.g., what clothes to wear) children’s abilities and preferences (e.g.,
6. Shows preference for favorite books, toys, “You really like to draw with those crayons,
and activities don’t you?” “You are walking carefully
over tree roots.”)
7. Indicates preferences and intentions by
answering yes/no questions (e.g., “Are you  Child should not be criticised based on his /
done with that?” “Are you still using it?” her preference for particular adult / peer
“Can Abu use it now?”)
8. Identifies objects as belonging to him or her
9. Shows preference for familiar adults and
peers

1. Describes self by name.  Respond to children’s individual needs and
2. Identifies objects as belonging to him/her. play with them.
3. Describes immediate family members and  Involve children in family traditions, rituals,
begins to understand their relationship. and activities at home and in the center.
 Provide children with choices of activities
and objects to play with and follow child’s
lead during play and exploration.
 Encourage talking about self and family.
 Talk to them about what they were like
when they were babies, their habit,
preferences, choices, likes and dislikes.
 Identifying child’s area of interest and
facilitate activities to address those interest
 Use strengths/interest of the child to
overcome challenges
81
1. Describes self as person with a mind and  Respond to children’s individual needs and
body (e.g. expresses likes/dislikes, talks play with child.
about body, conscious about right/wrong,
good/bad for self)  Involve children in family traditions,
rituals, and activities at home and in the
2. Refers to self by full name center.
3. Describes extended family members and  Provide children with choices of activities
begins to understand their relationship. and objects to play with and follow child’s
lead during play and exploration.
 Encourage children to talk about self and
family and extend on it. Ask questions to
allow the child to describe not only facts
only but also feelings and relationship.
 Facilitate interaction with extended family
members
 Identifying child’s area of interest and
facilitate activities to address those interest
 Use strengths/interest of the child to
overcome challenges

1. Shares information about self with others.  Encourage the children to share their
2. Knows some important personal opinion
information (e.g. address and telephone  Invite children to take on simple household
number) responsibilities.
3. Works independently and enjoys working  Provide plenty of time and opportunities for
with others. children to play, explore, experiment and
4. Describes about self in details. accomplish tasks.
5. Expresses own ideas and opinions.  Praising the child’s appearance in general
6. Accepts responsibilities and follows through
on them (e.g. helping with household
chores).

1. Expresses own ideas and opinions  Help the child know their own strengths and
2. Works independently and enjoys working interests
with others.  Encourage the children to share their
3. Describes about self in details. opinion
4. Accepts responsibilities and follows  Invite children to take on simple household

through on them (e.g. helping with and classroom responsibilities.
household chores).
82
5. Expresses delight after successfully  Provide plenty of time and opportunities for
completing a project and wants others to children to play, explore, experiment and
appreciate. accomplish tasks.
6. Requests quiet time and space for reflection.  Invite children to share thoughts and
feelings when doing a new task. And let
them apply their strength
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Sub-Domain: 2.3:Values and Ethics
Specific 2.3.1:Inter and Intrapersonal values (Self Respect, honesty and

Aspect: responsibility)
2.3.1.1: The child should be able to demonstrate, honesty, respect for self
Standard:
and others, take responsibility and is able to accomplish tasks.
Birth – 6 Months

1. Observes caregiver’s behavior.  Hug and hold children.
 Spend plenty of time with them in quality
interaction.
 Develop bonding with the child

1. Observes caregiver’s behavior.  Tell them that you love them.
2. Becomes familiar with own  Spend plenty of time with them in quality
clothes, personal belongings and interaction.
toys.

1. Observes caregivers behavior and  Hug and hold children.
imitates.
 Tell them that you love them.
2. Identifies own clothes, personal
belongings and toys.  Spend plenty of time in quality interaction with
them.
 Be consistent in your interaction.
 Model responsible behaviour

1. Puts toys where it belongs.  Hug and hold children.
2. Asks to help with simple tasks and  Tell them that you love them.
completes them
 Spend plenty of time with them.
 Model responsible behaviour
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 Encourage and reinforce appropriate bihavior
 Encourage organizing toys in playful manner ,
i.e.,put the blocks into a tower and the children will
playfully organise the bricks of blocks

1. Expresses pride in oneself (e.g.  Tell children that you love them.
may say I can do this, I can draw
nicely, I have a sister/ brother, I  Introduce children with others by their name and
can run fast etc. relationship.
2. Answers questions honestly.  Talk about honesty and teach them to always say the
truth. You may use stories to explain the concept of
3. Clearly articulates likes and honesty
dislikes.
 Explain why children should not take anything which
4. Keeps things that belong to belongs to someone else.
her/him.
 Help children realise the benefits of delayed
5. Demonstrates patience while gratification.
waiting for rewards.
 Help children manage their own belongings.
6. Takes care of one’s belongings
 Assign manageable and doable tasks (wearing shoes,
7. Finishes assigned tasks (e.g. simple dress, washing hands) to children.
chores, minding a younger sibling)
 Appreciate for a task well done with thanks and
verbal/ non object rewards.

1. Returns thing to the right owner.  Do not scold children in public.
2. Maintains rules of games.  Talk about honesty and teach them to always say the
3. Does one’s work or chores without truth. You may use stories to explain the concept of
being told. honesty.
4. Does and tries to finish assigned  Explain why children should not to take anything
task independently. which belongs to someone else.
gratification.
 Assign manageable and doable tasks to children.
 Model honesty and integrity in everyday interactions
 Appreciate for a task well done with thanks and
rewards
 Make feasible promises and stick with promises.
85
 Model responsive behavior (e.g. Speak the truth)
86

1. Helps others when needed, without  Introduce children with others by name.
being told.
 Create space for the children in a social gathering.
2. Knows not to misbehave in public
or throw a tantrum.  Do not scold children in public.
3. Speaks up to protest when someone  Ask children to think of how others are feeling in an
teases or offends. unfortunate situation.
4. Says “sorry” when she/he has made  Ask and help children to articulate their needs and
a mistake or has hurt someone. feelings.
5. Feels good when praised by elders.  Provide positive reinforcement and praise children’s
good deeds.
 Talk about honesty and teach them to always say the
truth. You may use stories to explain the concept of
honesty Teach children not to take anything which
belongs to someone else.
 Explain why children should not to take anything
which belongs to someone else.
gratification.
 Assign manageable and doable tasks to children.
 Appreciate a task well done with thanks and rewards.
 Give enough time for the children to say what they
want and avoid interfering.
 Catch them when they are good and praise them
 Support the children to raise their own voice , respect
their opinion and act accordingly
 Guide children to say sorry for their own mistake

1. Helps family members in  Encourage children to help others.
household chores without being
told.  Ask children to articulate their needs and feelings.
2. Follows daily routine  Provide positive reinforcement and praise children’s

(study/reading habits, personal good deeds.
hygiene, playtime, pray time,  Explain to children the benefits of delayed
bedtime, etc.) willingly, without gratification.
being reminded.
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3. Is eager to cheer up playmates,  Assign manageable and doable age appropriate tasks
peers, classmates, family members to children.
who are sad and/ or hurt
 Appreciate a task well done with thanks and non-
4. Asks playmates/peers what they object rewards.
want
 Give enough time for the children to say what they
5. Says “sorry” when she/he has made want and avoid interfering.
a mistake or has hurt someone.
 Involve children in doing age appropriate light
household chores
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Specific
2.3.2:Family, friend and Community Bonding
Aspect:
2.3.2.1: The child should be able to express love and respect to family and
Standard:
community
Birth – 6 Months

1. Observes caregiver’s behavior.  Hug and hold children.
2. Develops attachment with caregiver.  Tell them that you love them.

1. Develops attachment with caregiver.  Hug and hold children.
2. Enjoys listening to caregiver’s songs and  Tell them that you love them.
lullabies.
 Do rhymes and sing songs with them

1. Observes caregivers and other immediate  Spend plenty of time with them in quality
family member’s behavior and imitates. interaction.
2. Develops attachment with caregiver and  Facilitate interaction with extended family
family.
3. Enjoys listening to songs and stories by
parents and grandparents.  Model behaviors to demonstrate respect and
attention while interacting with others.

1. Develops attachment with caregiver and  Be consistent in your interaction.
family.
 Model behaviors to demonstrate respect
2. Enjoys listening to songs and stories by and attention while interacting with
parents and grandparents. others.
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1. Demonstrates love and attachment with  Encourage all members of the family to take
parents and grandparents. care of the children
2. Enjoys being with children of same age  Explain to children about roles and functions
group. of a family.
3. Enjoys playing with parents, grandparents  Facilitate interaction with extended family
and children.
 Do rhymes and sing songs with children
4. Listens to rhymes and stories told by parents
and grandparents.  Organize family events (e.g. birthday parties,
going together to social gatherings, visiting
5. Understands the concept of family and the relatives and neighbors).
importance of belonging to it (e.g. talks
about family, likes to be with family  Encourage family members to demonstrate
members, draws own family). affection.
6. Knows and initiates friendship with a few  Introduce children to the neighbors or
children of the immediate neighborhood. community.
 Encourage child to take part in age
appropriate household activities

1. Has strong attachment with the primary  Encourage children to respect and listen to
caregivers (e.g. ma, baba, dada, dadi, nana, others in the family and community.
nani, elder brothers and sisters etc.).
 Introduce children to the neighbors or
2. Develops concept of friendship. community.
3. Listens to the suggestions of primary  Allow children to interact with community
caregivers. members/neighbors and their children
4. Shares books, toys and game-materials with  Remind children to be responsible for
other children. keeping the environment clean.
5. Enjoys playing with caregivers and other  Allow children to participate in community
children of the same age group. events.
6. Listens to stories told by parents, caregivers,  Encourage children to share their belongings
grandparents and story tellers from the with others members of the family and with
neighborhood. friends.
7. Expresses feelings (e.g. joys, sorrows etc.) to  Allow children to express feeling (e.g. like,
the caregivers.
dislike)
8. Knows his/her community’s name and few
neighbors.
9. Speaks up to protest when someone behaves
negatively (e.g. Say ‘No’ when s/he feels
uncomfortable)
1. Enjoys friendship with children from the  Talk about value of friendship and encourage
community, neighborhood or school. children to make friends.
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2. Shares joy and sadness with friends  Encourage children to express their emotions
3. Loves to play with fellow mates with primary caregivers and friends.
4. Shares food and toys with other children  Encourage children to share their food and toys
such as fellow classmates, friends from the with others.
neighborhood, etc.  Promote pro-social behavior (loving and
5. Tells story to the fellow mates, parents and valuing one’s family, fostering social
caregivers. responsibility for the community, practicing
tolerance of differences among people,
6. Knows common community landmarks (e.g. respecting diversity, treating people in
schools, shops/stores, park, play grounds, disadvantaged circumstances with fairness,
community centers, etc.) children with disability etc).
 Explaining reality of the family situation and
not to hide incapability of the family or
caregiver
 Arrange guided visit to different community
landmarks

1. Describes incidents or events in schools and discuss about similarities and differences
articulates her/his feelings related to it. among family members and let them act
accordingly
2. Demonstrates ability to be separated from
familiar adults or the family for some time  Encourage children to talk about daily
without feeling distressed (provided it is a happenings in schools
safe environment).
 Encourage children to share feelings and
3. Retells in own words, stories told by concerns with caregivers
parents/grandparents
 Help children identify positive things of the
4. Shows or shares food, books and toys with community or neighborhood such as best
primary caregivers and children. schools in the locality, very neat and clean
5. Can articulate at least one positive thing area, very beautiful park, market place,
about his/her community (e.g. I like my historical place etc.
neighborhood because…., what is beautiful  Make children understand about the
here ……etc.) community events/affairs such as festivals,
6. Knows about community events/affairs and sports, mela or exhibitions, cultural programs
is eager to participate etc.
 Promote pro-social behavior (loving and
valuing one’s family, fostering social
responsibility for the community, practicing
tolerance of differences among people,
respecting diversity, treating people in
disadvantaged circumstances with fairness,
children with disability etc).
 Guide children demonstrate pro-social
behaviour
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Sub-Domain: 2.3: Values and Ethics
Specific Aspect: 2.3.3: Bangladesh Culture and Heritage
2.3.3.1: The child should be able to show respect and love for Bangladeshi
Standard:
culture and heritage.
Birth – 6 Months

1. Enjoys listening to Bangla songs and  Hug children and tell them that you love
lullabies by smiling and shaking hands, legs them in your own language.
etc. when she/he hears them.
 Spend plenty of time interacting with child
in his/her mother tongue

lullabies by smiling, moving body, making them in your own language.
sound etc. when she/he hears them.
in his/her mother tongue, use Bangla stories,
rhymes and Bangla songs while interacting.

stories. them.
2. Recites simple bangle rhymes, with  Spend plenty of time interacting with child
prompting. in his/her mother tongue , use Bangla
stories, rhymes and Bangla songs while
interacting Be consistent in your interaction.

stories. them.
prompting. in his/her mother tongue , use Bangla
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interacting Use visuals and picture books to
introduce national heritage

1. Knows name of the country  Instill feelings of pride for the country and
2. Gets familiar with the National flag. its people.
3. Speaks in the national language ‘Bangla’ or  Show the national flag and explain the value
one’s mother tongue and meaning of the flag.
 Talk about the value of the national
language and other languages including
indigenous languages

1. Understands and speaks in mother tongue  Encourage children to speak in Bangla or
e.g. Bangla or other language including mother tongue.
indigenous languages
 Introduce children with the national fruit,
2. Tells and identifies the names of national fish, bird and animal etc.
fruit, fish, bird and animal
 Help children choose patriotic songs to
3. Knows about the important role of various listen to regularly.
cultural/professional groups (e.g. farmers,
potters, weavers, blacksmiths, fishers  Celebrate national days with the children
community, cobbler, Bede, etc.) and  Facilitate socio dramatic play on historical
respects them. events
 Use stories and audio visual aids to
introduce national events , days ,
personalities
 Describe the history of our language
movement and the importance of 21st
February as National and International
Language day
 Discuss about different professionals (e.g.
cleaner, shoemaker etc.) and their important
role in the society.

1. Knows about the name of the Father of the  Discuss about the Father of the Nation, tell
Nation stories and facilitate role play on Father of
2. Knows names of national leaders the Nation
 Discuss attributes of national leaders.
Facilitate role play
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3. Describes importance of Victory Day,  Help children identify cultural landmarks
Independence Day, and Martyr Day such as Shahid Minar, Jatio Smrity
(Shaheed Dibash). Shoudho, Buddhijibee Smrity Shoudho, etc.
4. Listens to patriotic songs with interest.  Celebrate national days with the children
5. Feels proud of being ‘Bangladeshi’, by  Facilitate socio dramatic play on historical
saying it with pride. events
6. Gets familiar with cultural landmarks (e.g.  Talk about the history and culture of
Shahid Minar, Jatio Smrity Shoudho, Bangladesh.
Paharpur, Mahasthangarh, Sundarbans etc.).
 Introduce children with national days like
Pahela Baishak, 21st February, Victory Day,
Independence Day, etc.

1. Gets familiar with cultural heritage (e.g.  Discuss about religious occasions and
language, cultural practices- eid, puja, cultural heritages (e.g. eid, christma, puja
Christmas, buddho purnima etc.). and landmarks such as stupas of
2. Demonstrates love for the country by Mainamati, Mahasthangarh and Paharpur;
singing the National Anthem with pride by Satmashjid, SatgambuzMashjid etc).
keeping still during flag ceremony.  Facilitate video shows, visits , events on
3. Respects and celebrates other religions and cultural events
other ethnic groups and cultural heritage.  Take the child to the museums and national
4. Recognizes Bangladesh on the globe and is Art Galleries
able to identify political boundaries.  Arrange visit to zoos and gardens etc.
5. Feels pride of being Bangladeshi by talking  Show documentary, arrange visits to the
about the history. Bay of Bengal, the Sundarbans, Hilly areas
6. Gets familiar with cultural landmarks (e.g. and tea gardens, And discuss the importance
Shahid Minar, Jatio Smrity Shoudho, of those for our nation
Buddhijibee Smrity Shoudho, etc).  Encourage not to misuse resources such as
7. Knows about the importance of War of electricity, gas, water etc. at home, school
independence. and community.
 Help children understand the necessity of
protecting cultural heritages of Bangladesh
94
Specific 2.3.4: Unity in diversity (gender, ethnicity, language, religion, physical

Aspect: variations)
2.3.4.1: The child should be able to understand the concept of unity and
Standard:
appreciate cultural and physical diversity.
Birth – 6 Months

lullabies by smiling and shaking hands, legs them in your own language.
etc. when she/he hears them.
in his/her mother tongue , use Bangla

lullabies by smiling, moving body, making them in your own language.
sound etc. when she/he hears them.
in his/her mother tongue, use Bangla stories,
rhymes and Bangla songs while interacting.
 Use stories , pictures , audio visual aid to
introduce diversity in language , ethnicity ,
ability, religion

stories. them.
prompting in his/her mother tongue , use Bangla
ability , religion
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stories. them.
2. Recites simple bangle rhymes, with  Spend plenty of time with the children
prompting. telling Bangla stories, rhymes and singing
Bangla songs with them.
ability , religion

1. Knows name of the country  Use stories , pictures , audio visual aid to
2. Feels proud of being ‘Bangladeshi’, by introduce diversity in language , ethnicity ,
saying it pride. ability , religion
3. Gets familiar with the National flag.  Facilitate role play , drama to instil diversity
and unity
4. Speaks in the national language ‘Bangla’ or
one’s mother tongue

1. Understands and speaks in mother tongue  Discuss about different professionals
e.g. Bangla or other language including (e.g. cleaner, shoemaker etc.) and their
indigenous languages important role in the society
2. Tells and identifies the names of national  Use stories , pictures , audio visual aid
fruit, fish, bird and animal to introduce diversity in language ,
3. Listens to patriotic songs with interest. Tell ethnicity , ability , religion
the importance of our language movement.  Facilitate role play , drama to instil
4. Knows about the important role of cleaner, diversity, unity
shoemaker etc. and respects them.

1. Knows about the name of the Father of the  Show diversity focused movie
Nation
 Tell stories about diversity
2. Knows names of national leaders
 Facilitate role play by children to address
3. Gets familiar with cultural landmarks (e.g. diversity
Shahid Minar, Jatio Smrity Shoudho,
Buddhijibee Smrity Shoudho, etc).
96
4. Knows about the importance of War of
independence.
5. Describes importance of Victory Day,
Independence Day, and Martyr Day
(Shaheed Dibash).
6. Feels pride in being Bangladeshi by
demonstrating knowledge of the culture.
7. Gets familiar with Bede Group

1. Gets familiar with cultural heritage (e.g.  Show diversity focused movies
language, cultural practices- eid, puja, /documentary
Christmas, buddho purnima etc.).
 Tell stories about diversity
2. Demonstrates love for the country by
singing the National Anthem with pride by  Facilitate role play by children to
keeping still during flag ceremony. address diversity
3. Respects and celebrates other religions and  Provide role play opportunity through
other ethnic groups. drama , cultural activity
4. Recognizes Bangladesh on the globe and is  Facilitating volunteer activity to support

able to identify political boundaries. person with disability , elderly people ,
people in health centres , socially
5. Feels pride of being Bangladeshi by talking disadvantaged people
about the history.
 Facilitate presentation by children on
their favourite national event or national
entity
97
Domain 3: Language and Communication
Domain: 3. Language and Communication
Sub-Domain: 3.1: Listening
Specific Aspect: 3.1.1: Ability to a) listen and b) understand
3.1.1.1: The child should be able to listen and understand the spoken
Standard:
Language
Birth – 6 Months

1. Can recognize sound by turning head  Interact with baby with sound/talk and facial
2. Smiles and laughs when he/she is expression
addressed with loving sound and gestures.  Provide and play with age appropriate toys
3. Responds to sounds in the environment with different sounds (e.g. rattles, wind
(e.g. startles or cries if there is an chimes etc.)
unexpected sound).  Play soft music and recite rhyme (with
4. Listens to human voice and soothing clapping, guesture) and sing song to child
songs and music with interest.  Name the child’s name & body parts.
5. Recognizes familiar voice by turning  Talk about sounds in the environment and
towards the speaker. make comfort (e.g. hug, sooth) in an
unexpected sounds & situation.
 Encourage child to use mother tongue by
talking, telling stories, singing lullabies,
reciting rhymes in mother tongue.

1. Responds to name  Call baby by names
2. Responds to person’s voice  Introduce yourself to baby and talk.
3. Discriminates sounds  While interacting with the children describe
4. Can follow the simple instruction the situation (Like bathing, feeding)
5. Recognizes situational phrases.  Point and describe everyday objects found in

the home using correct vocabulary (e.g.,
6. Is able to concentrate on instruction. glass, bed, door) and encourage the children
to do this.
 Introduce new words in the context of daily
life activities by narrating what children sees,
hears, smells, touches, and tastes.
 Provide child with language-rich environment
through conversation and pictorial
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 Introduce different sounds (e.g. family
members’ voice, birds, cars)

1. Has vocabulary of significant number of  Talk and use diverse vocabulary as frequently
words. possible when talking with children.
2. Demonstrates understanding of familiar  Name new materials and objects when
words by responding properly. introducing them to the children.
3. Identifies some people, objects, and  Give simple instruction to children to do
actions around him/her by name something age appropriate to see the response
4. Can respond to simple instruction like run,  Recite rhyme, sing song and tell story with
jump, open etc. children
5. Can follow non-verbal instruction (calling  Name the child’s body parts, describes
by gesture through hand etc.) objects, animals, people (e.g. picture reading)
6. Participates in songs/ poems accompanied
by gestures.
7. Is able to take simple actions as per
instruction.

1. Follows one-step instructions that include  Play game like “What do you see?” and label
simple prepositions and gestures (e.g. in, aloud what you see around you (e.g., animals
on, under) in the environment, name them aloud)
2. Follows one-step instructions without  Read story/pictorial daily to children and
preposition and gestures (e.g. follows explain new vocabulary and provide them
request to bring a familiar object from with word books. (e.g. picture book, pictorial
another room) card, cell phone, television etc.)
3. Can copy words from adult  Recite rhyme and sing song with children
4. Can understand prohibitive words with gesture
5. Follows two-step instructions (e.g. Go and  Play gesture game with children
take the ball. Give it to your brother)
 Describes new places, objects, animals,
6. Is able to concentrate on others’ people and what they are doing.
conversation.
 Talk to children with correct pronunciation
and use simple words.
 Express apology for using prohibitive words

1. Has a vocabulary of several hundred  Use increasingly complex words, in context,
words. and explain their meaning when talking with
the children
99
2. Follows 2-step instructions that include  Provide opportunities for children to listen for
simple prepositions. new words (through story books, TV, radio,
3. Responds to a request by understanding mobile with interaction with children)
meaning (e.g., Take your bath now and  Talk and discuss with peers and adult in the
then put your green towel on the environment and identify new words when
fence/clothesline to dry). heard.
4. Understands simple discussion with  Play “placing games” with children to show
peer/parents understanding of prepositions (e.g., “Put the
5. Carefully listens song/rhyme and program ball under/on top of/beside the table.”)
from TV/radio  Converse with children about what he/she is
6. Identifies different sound with simple doing, listening to, and seeing in daily life
gestures (birds fly etc.)  Discuss with children on a particular
7. Is able to concentrate on stories. descriptive topic
 Talk to children in simple, correct sentences
and use easy to complex sentences.
 Interact with children regularly by using
pictorial/visual materials

1. Vocabulary increases dramatically with  Name objects, describe new places, objects,
some complex words. animals people and what they are doing in the
2. Distinguishes between real and made-up environment
words.  Read a variety of books to the children. (e.g.
3. Assimilates information by listening. story books, rhymes)
4. Follows three-step instructions that  Create opportunities for children to

include simple prepositions (e.g. in, on, participate in group discussion on interesting
under) topics (e.g. collect leaves together and share
the leaves color, shape, texture)
5. Carefully listens to the others’ discussions
in a group for a short period of time.  Encourage the children to share his/her daily
activities and experiences; support their
6. Follows and responses as per instruction language abilities by addressing questions.
and can control movement.
 Provide complex or three steps instruction to
7. Proves that he/she understands the basic children to follow
vocabulary by responding to a
question/request with a proper answer.  Tell story and provide opportunity to express
emotion and feeling to children
8. Understands simple short story and
express feeling in relation to that.  Use complex and new words in their regular
conversation

1. Demonstrates understanding of an  Introduce complex and technical words (e.g.
increasing number of technical and boatman, electrician) from environment and
specialized words (e.g., technical- context
‘Boatman, one who rows the boat;
100
specialized- ‘switch’ may be used for  Create opportunity to hear or read diverse
on/off light or changing topic). story that comparatively long with different
2. Likes to listens to stories from teachers, subject
grandparents and can understand  Engage children in hands-on learning to build
comparatively long story. conceptual understanding of words and
3. Understands and responds appropriately in knowledge (e.g. use real objects for
group discussions understanding)
4. Listens, learns and uses new words  Build and expand on what children say by
using more complex vocabulary.
 Offer opportunities to listen to songs, rhymes,
riddles during the transition period between
activities and situation (e.g. bath time, meal
time, play time)
 Discuss with children in their chosen topics

1. Identifies complex words and ask for  Engage children in hands-on learning to build
meaning conceptual understanding of words and
2. Understands synonyms (words that mean acknowledge.
the same thing e.g. small: little) and some  Build and expand on what children say by
antonyms (words that mean the opposite using more complex vocabulary.
thing e.g. short: tall).
 Introduce long and complex story with more
3. Concentrates on books for more than 20 technical and complex words.
minutes.
 Encourage them to know meanings of the
4. Likes to listen comparatively long and new word and identify similar word
complex stories with understanding (synonyms)
5. Enjoys listening rhyme and poem with  Offer story books to the children; challenge
understanding them to anticipate the story line.
6. Understands group discussions and  Say rhyme and poem (e.g. demonstration, role
actively participate. paly by adults) and encourage them to repeat
7. Can summarize conversation after with physical movement
listening.
 Offer children the chance to participate in
group activities, share opinion and involve
themselves in the decision making process.
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Sub-Domain: 3.2: Speaking
Specific Aspect: 3.2.1: Ability to a) speak and b) communicate
3.2.1.1: The child should be able to use sounds, words and gestures to
Standard:
communicate his/her thoughts and feelings.
Birth – 6 Months

1. Makes sounds or gestures that let others know  Play pick-a-boo and recite repetitive
that he/she is experiencing pleasure or pain or to words regularly.
express needs (e.g., smile, coos and squeals,
makes gurgling, babbling or other vocal sounds)  Expand upon children’s attempts to use
words (e.g. child says “baba,” you say,
2. Babbles using many sounds (b, p, n d etc.) “Yes, here is the bottle.” or “Your bottle
3. Uses consistent sound combination to indicate is empty.”)
something (da-da, ba-ba, etc.)  Use facial expressions and exaggerated
4. Communicates a need through facial expressions voice and clear intonation to stimulate
or gestures which describe actions. the children’s interest and reactions (e.g.
nap & breastfeeding time)

1. Uses non-sense sound and words to talk  Use facial expressions and exaggerated
2. Interacts with person or environment and response voice and clear intonation to stimulate
to express joy and happiness through gestures and the children’s interest and reactions.
meaningless sound and words (pick a boo,  Recognize and appreciate children’s
clapping, laughing etc.) efforts to use new words; recognize that
3. Combines single words and gestures (e.g., waves some children may need more support
when saying good-bye), with assistance. to learn new words
4. Identifies at least one or two body parts, when  Expose children to language by talking
requested and reading with them, show that you
understand what they are saying using
5. Uses ‘yes’ and ‘no’ (or equivalent) gestures or facial expressions; transform
6. Says first meaningful word like baba, mama, dada their response into a verbal one.
7. Points to familiar person  Create environment for expressing their
thoughts and feeling.
8. Uses environmental sounds to identify
objects/events in the environment (e.g. boom! for
thunder) and names persons, animals, things in
his/her environment
9. Responds appropriately to familiar words (e.g.
“Clap,” child claps) and points to objects when
named (e.g., “Where is your doll?”)
102
10. Communicates a need through facial expressions
or gestures which describe actions.

1. Expresses feelings meaningfully through facial  Explain meanings of words to children
expression and gesture during conversations.
2. Points to 5 body parts of himself/herself when  encourage children to their views and
asked to do so. opinions, to ask questions and responds
3. Attempts to respond to simple questions with a their questions
word or short phrase.  Encourage children to talk with about
4. Says his/ her name or nickname and can name the body parts and express comfort
family members. discomfort.
5. Can response when asked any question in past

tense (e.g. what did you eat for breakfast?
6. Can express fear, discomfort, sickness through
using body gestures.

1. Recites rhymes and imitate words and sound  Engage in meaningful conversation
2. Uses new vocabulary in everyday experiences. about children’s life by using new
vocabulary with two, three syllable
3. Uses mostly two- and some three-syllable words. words and two-words phrase (e.g. daily
4. Uses adjectives in speech (e.g. “red ball”), uses activities, family members)
simple two-word phrase/sentence.  Offer children the possibility to express
5. Asks meaning of unfamiliar words and uses them themselves in various settings
appropriately in sentences. (neighbors, health service provider,
Market, Park)???
6. Speaks in simple sentences.
 Encourage children to tell stories about
7. Asks questions in order to widen/ extend his/ her their family, their culture or community.
knowledge regarding “What is that?” type
questions.  Read aloud children books that represent
different categories (e.g. image books
8. Can response when asked any question in past such as the animal and its baby, objects,
tense (e.g. what did you eat for breakfast? household objects, toys).
9. Uses plural forms to describes sometime  Describe the picture books by children.
10. Can express fear, discomfort, sickness in simple
word

1. Uses new vocabulary while speaking, asks the  Provide opportunities for children to use
meaning of unfamiliar words and expand vocabulary / language (e.g.,
jokes, rhymes, songs, books)
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2. Uses words to further describe actions or  Use of appropriate words to describe
adjectives (e.g. “running fast” or “playing well”). objects, actions, adjectives and events in
3. Uses some prepositions, past tense and plurals. the environment.
4. Talks clearly enough to be understood by all the  Encourage children to share his/her
speakers. views and opinions, encourage the child
to ask questions and respond logically
5. Can sing song, recite rhyme and tell small story in
own words with gestures  Encourage children to recollect or retell
an event they experienced being away
6. Expresses his/ her feelings using his/ her own from his/her family members (a visit, an
words or gestures or different signs. activity, a festival).
7. Uses words which denote categories (animals,  Encourage the children to express fear,
food, and toys). sadness and anxiety.
8. Can do simple conversation with peers and adults  Encourage children to sing song and tell
9. Can answers questions logically stories using own words with adult.
10. Can describes objects/events

1. Expresses most feelings and emotions and uses  Encourage the children to express
words to express (e.g., happy, sad, tired, scared) feelings (e.g. happy, sad, scared) and ask
2. Can response when asked about future tense (e.g. questions with what, why and how.
where will you go?)  Help the children to build arguments in
3. Asks many questions (e.g., why, what, how). order to explain.
4. Names some non-present objects using  Play word games with children that
appropriate words encourage the use of new words, engage
children in making up rhymes
5. Uses sentences in order to communicate needs,
ideas, actions or feelings.  Ask questions that encourage child to
use abstract vocabulary (e.g., “What
6. Replies to the question” Why?” and uses would this look like if...?”)
explanations.
 Demonstrate, explain and provide
7. Can re-tell known story in own language by using opportunities for children to understand
relevant gestures how a word with the same sound can
8. Can participate in imaginary group play express mean two different things (e.g., here and
themselves as needed with imaginary words ( e.g. hear).
I am doctor and now give you injection)  Create scope for make-believe
9. Can describe work in simple words what s/he is play/imaginary play (e.g. cooking play,
doing dolls house play)
 Encourage children to retell re stories
using simple words and own language
by using relevant gestures.

1. Defines words, with assistance (e.g., “Dog is an  Initiate games in which the children get
animal with four legs.”). the opportunity to talk to various
persons, a member of the family, a
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2. Can modulate tune to express a situation or sound. friend and a neighbor (“Where do you
live?” “How many members are in your
3. Talks about an event and is understood.
family?” “Which is your family favorite
4. Listens to others and responds appropriately when food?”).
in group conversations.
 Model/pictorial/print rich vocabulary in
5. Starts a conversation and participates in context (e.g., when pointing to object
conversations with other children or adults. instead of saying “thing,” name the
6. Can tell story confidently and make story with object).
their experience  Explain to the children the meaning of
the unfamiliar words he/she encounters.
 Encourage children to share his/her
views and opinions, to ask questions and
respond.
 Provide appropriate story, song, rhymes
etc. to encourage for retelling with
appropriate gestures

1. Expresses a thought with standardized language.  Ask children open ended questions.
2. Responds to questions with proper information  Provide an extended response to the
and clarity. children’s questions.
3. Is able to ask question and make request  Encourage the children to express
4. Expresses the subject matter of poem and rhyme through verbal and non-verbal language
and using symbols.
5. Uses intonation when adapting a story.
 Provide opportunities to observe
6. Uses courteous language in day to day affairs (e.g. different entertainments such as fair,
appropriate words for greetings and addressing circus and describe various events using
older people with respect). own words.
7. Can describe a things or situation immediately  Allow children to use different home
using own words objects as props in role-play/make-
8. Can make meaningful story to express thought and believe play
feelings  Provide children the opportunity to
express their thought about story,
rhyme, poem and situation
 Game of asking question, answer and
make request.
 Encourage children to converse in
standardize language
 Encourage children to make own stories
to express thoughts, feelings and
intonation.
 Create opportunity to obey, respect
elders through modelling and role play.
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Sub-Domain: 3.3: Reading
Specific Aspect: 3.3.1: Ability to a) read and b) understand
3.3.1.1: The child should be able to recognize written symbols, letters and
Standard:
text with understanding
Birth – 6 Months

1. Explores environmental prints around  Provide scope to see kin (e.g. parent or
him/her family relatives) pictures
2. Shows interest to get colorful books/pictures  Give picture books to the baby and
3. Pays attention to the adult’s voice when encourage them to reach for it.
reads to them  Sit down with the child and read pictorial
books using different voices.

1. Explores the book with all his/her senses  Choose card board books, plastic made
(sight, taste, touch, smell). books or books made of various materials
2. Expresses happiness/joy whenever he/ she (shiny texture, polished textured, felt
touches and handles books. texture).
3. Brings the books to an adult in order to be  Select and use books with easy rhythms,
read to him/her. predictable texts and with few words per
page.
4. Turns book pages with adult support
 Choose and use books with pictures of
5. Shows preferences for certain books. children and adults, with pictures of
6. Prefers pictures of faces familiar objects.
7. Express different feelings when someone is  Make and use books/story whose main
reading to him/her character is the child.
8. Points to pictures from the book with sound  Try to read often with child
and gesture if these are named.
9. Is able to focus for short periods of time
when looking through books.

1. Makes same sound and gesture for particular  Make available to the children different
picture materials (story books with images,
2. Points when asked, where is…..? pictorial, photo albums, digital photo
album), look through them and talk
3. Goes back and forth in books to find favorite together upon them.
picture
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4. Can recognizes simple pictures  Create the opportunity for everyday
5. Picks up books when told to choose favorite reading (e.g. pictorial, photos)
object.  Encourage the child to select their favourite
6. Recognizes printed logos or symbols of object by recognizing the symbol or the
favourite objects, food (e.g. labels/ logo of logo on the paper, TV, packing, etc.
their favourite TV Advertise, chocolate)

1. Shows interest in books, magazines, pictures,  Make available to the children different
sign board, newspaper, calendars by looking materials (story books with or without
at it without assistance. images, textbooks, magazines, photo
2. Turns book right side up albums), look through them and talk
together upon them.
3. Recognizes favourite books by picture,
symbol or text  Read to the children every day for 20-30
minutes (e.g bed time, activity time). While
4. Makes comments about books. reading show clearly that reading is with
5. Wants favorite story to be read repeatedly the texts
6. Remembers phrases/words from favorite  Read to the children books from own
story. culture, poems from the children folklore
or texts for children by classic authors.
7. Reads to “dolls” or “animals”
8. Pretends to read book in own language
9. Recites stanza, repeats the last line of
favorite poem or uses words, expressions
from favorite story.

1. Knows which is favorite book and can  Describe the book to the children. Point
describe it (e.g., picture, main characters.) out the book’s title, the author’s name and
2. Pretends to read favorite book, newspaper, discuss about the first and the last cover of
magazines to an adult the book.
3. Coordinates text with picture without  Help children understand that reading is
meaning from left to right and from top of the page
to its bottom, following the text while
4. Can read some simple signs and reading.
environmental signs
 Talk to children about the main characters,
5. Can explain story cards distinguished some letters and explain story
6. Can read basic colors and identify some cards in the book.
alphabets  Provide opportunity to turn over the pages
7. Distinguishes some letters in a written text of story books.
(the letter О or the first letter of their name)
8. Correctly thumbs a picture book turning the
pages one by one, from beginning to end.
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1. Can read a composite picture  Discuss with the children about the author
2. Can match story card sequentially and and the illustrator of the book.
explain in own words  Elaborate upon the texts, main characters
3. Knows which is favorite book and can and about their qualities while reading a
describe it, including the main story line. book to the children.
4. Shows interest to diverse picture books with  Talk about printed materials that come to
different contents the home, letters, brochures, newspaper.
5. Reads to other children or to toys.  Encourage children to borrow, to give back

books and to use the book and to share it
6. Reads the words that are displayed to him. with other children.
7. Spells few letters from a written text.
8. Distinguishes between letters and numbers

1. Can read his/her name as picture  Talk with children about the author and
2. Can recognize, read and follow signs the illustrator of the book.
3. Knows the different part of the book (e.g. the  Read with children stories, fairy tales and
title) poems and science books (e.g. about how
objects function, about seasons, about
4. Wants to look through books and to read plants’ and animals’ life).
independently using own words.
 Give children opportunities to talk to
5. Associates the names of a few letters with children of same age about themes/topics
their shapes and sounds of common interest.
6. Correctly identifies ten or more letters of the  Make available illustrative books that
alphabet children can read and remember.
7. Can read alphabets and simple word  Create opportunity to read the surroundings
8. Can fill gap with appropriate alphabet ( indoor & out door) print rich
environment
9. Is interested in reading and eager to read
favorite stories.
10. Matches alphabet with relevant words
11. Can read environmental signs from
billboard, poster, signboard, newspapers,
calendars etc.
12. Participates in reading time and assists until
the end of the lesson.

1. Can read words with conjunct letters  Allow children to explore books in a
bookstore or in a library/e-library.
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2. Can read with understanding books with  Create books together on various
simple sentences of story, rhyme, poem, etc. interesting children themes. Help the child
independently give a title to the book, and be the author
3. Can read newspapers, signboard, level, and an illustrator of the book.
magazines etc.  Appreciate children’s efforts when they use
4. Talks to other children about the content of books/e-books in the right way and in a
different books (new information). responsible manner.
5. Is eager to find many books that are  Encourage children to read book/e-books to
interesting (e.g. tigers, dinosaurs, ships, solar each other.
system etc.).  Encourage to read for 40-60 minutes each
6. Has a favorite author or illustrator or even a day.
series of books written by the same person or
printed at the same printing center
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Sub-Domain: 3.4: Writing
Specific Aspect: 3.4.1: Ability to a) write and b) express thought through writing
3.4.1.1: The child should be able to express their idea through producing
Standard:
picture, symbol and text.
Birth – 6 Months

1. Makes mark with fingers on floor or table.  Provide space and materials for scribbling
2. Attempts to hold pencils, markers, colored (e.g. big sheets of paper, color pencil, board)
pencils and scribble on floor, board or and play writing games.
paper.  Draw and label while talking with children
3. Imitates others by scribbling. about an activity or idea.
 Encourage children to write notes (e.g.
symbolic play) and letters to grandparents and
imaginary friends.

1. Can hold pencils, markers, colored pencils  Provide many opportunities for children to
and scribble on floor, board or paper. draw and paint on big surfaces.
2. Scribbles on a page spontaneously  Draw together
3. Pretends to write on paper, without regard
to location or direction

1. Attempts to use writing tools pencils,  Discuss with children about what they have
colored pencils, painting brushes. written and add comments on it.
2. Scribbles and makes marks on paper  Draw together and create joint projects.
purposefully
 Model good writing practices so children can
3. Attempts to sketch and leave shapes on follow.
paper with a purpose.
 Encourage children to write notes and letters
4. Describes what he/she has drawn or to grandparents and imaginary friends.
written.
 Draw picture jointly (child, peers, parents)
and describe pictures.
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5. Draws horizontal and vertical lines.
Draws dots and circles.
6. Colors out of the shapes.
7. Draws the shape of the hand with help.
8. Uses hand (gross motor) and finger ( fine
motor) to write or draw on paper and
board

1. Adjusts own position and the paper’s  Help children maintain proper body position
position when writing. required for writing (e.g. holding the pencil,
2. Makes cards to give peers and significant positioning the paper etc.)
adults, with assistance  Appreciate the child’s effort to write within a
3. Attempts to perform pre-writing exercises specified box or an image.
in an appropriate manner (e.g. can trace  Encourage to practice freehand drawing,
over dots, looped lines, letters or drawing) trace over dots and looped lines.
4. Imitates common writing activities in  Provide to engage in writing activity in play
play.
5. Draws basic geometric shapes (e.g. circle,
triangle, squares etc.)
6. Draw freehand pictures and level it.

1. Adjusts own position and the paper’s
position when writing.
 Model writing for multiple functional
2. Starts to become aware of the fact that purposes.
words are made of letters.
 Count together the alphabets that the names are
3. Can copy some environmental made of.
print/symbols
 Help children sound out the alphabets.
4. Draws the stick figure of the human body.
 Encourage children to copy, tracing name and
5. Is able to color inside a shape few alphabets.
6. Traces over pattern and simple pictures
7. Starts to represent stories and personal
experiences using drawings and games.
8. Can copy or write his/ her name with
help.

1. Draws patterns between two lines
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2. Can write few letters of alphabet  Play games with letters made from different
3. Uses/ writes/copies familiar words materials. Encourage the children to copy the
(his/her name, mother, etc.) letter’s contour and to describe it.
4. Copies familiar words.  Provide space where children can write at

home and in the classroom.
5. Uses various writing instruments (pencil,
pen, colors, brush and key board of
computer).
6. Understands the concept of writing as a
tool for sharing information or a message.

1. Uses table games with letters (scrabble,  Involve children in group projects which
cross words, word games). involve writing (e.g making a diary, making a
2. Can write all letters following sequences children magazine, making collages out of
cartoons).
3. Writes words with conjunct letters and
vowel signs  Help children choose a special person and
write about the person in own words and
4. Writes simple sentences make a presentation to the class or family.
5. Writes short paragraphs on different  Make together a recipe book, inventory list,
themes. shopping list etc.
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Sub-Domain: 3.5: Multilingualism
Specific Aspect: 3.5.1: Knowledge of more than 1 language (verbal and comprehension)
3.5.1.1: The child should be able to demonstrate competency in another

Standard:
Language along with mother tongue.
Birth – 6 Months

1. Follows the speaker with eyes to react to  Encourage child to use mother tongue by
simple directions in language other than talking, telling stories, singing lullabies,
mother tongue reciting rhymes in mother tongue.
2. Responds with facial expressions in
attempting to communicate in other
language

1. Attends to sounds in another language (e.g.  Encourage child to use mother tongue by
For Bangla users English or for ethnic talking, telling stories, singing lullabies,
groups Bangla) reciting rhymes in mother tongue and
encourage to respond by facial gesture and
making sound

1. Responds with facial expressions in  Provide opportunities in daily activities
attempting to communicate in other for using mother tongue
language
 Create opportunity and encourage to
2. Attend to sounds in another language ( For practice another language for Bangla users
Bangla users English or for ethnic groups English or for ethnic groups Bangla.
Bangla)
 Make conversation by inserting simple
3. Follows simple verbal direction in mother words of second language and asking
tongue that includes words from 2nd questions in mother longue.
language including non-verbal gesture (in
English, come, go cat etc. for Bangla users)

1. Has a larger vocabulary in mother tongue  Read books (if script available) in mother
and started developing vocabulary in 2nd tongue
language.
 Tell stories in mother tongue
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2. Recalls words, simple songs and rhymes in
2nd language
3. Asks simple questions in mother tongue
using known words from 2nd language
4. Inserts simple words of 2nd language while
speaking in mother tongue

1. Demonstrates understanding that there are  Ask questions and encourage to question in
languages other than the home language mother tongue
(e.g. identifies sentence spoken in home
language in comparison to one spoken in  Read books in mother tongue (if script
English) available)
2. Relies on non-verbal cues to communicate  Tell story in mother tongue and demonstrate
in 2nd language but does not rely on non- meaning of some words in second
verbal cues to communicate in mother languages.
tongue  Encourage role play in mother tongue and
3. Is able to adjust language form by using 2nd language.
simple words (mother tongue or 2nd
language) used according to person with
whom he/she is speaking
4. Demonstrates meaning of some words of
2nd language in mother tongue

1. Focuses on the meaning of words rather  Share story in mother tongue and focuses on
than grammar in acquiring 2nd language words rather than grammar.
competency
 Encourage imagination by making up
2. Uses sentences in mother tongue and begins fantasy stories and uses sentences in mother
to use single word or telegraphic speech in tongue during description
2nd language to communicate
 Provide opportunities to recite song, rhyme
3. Recites song, rhyme in 2nd language with and recognize pictures in 2nd language and
appropriate gesture mother tongues (like making shopping list,
4. Demonstrates understanding of some words inventory list, recipe list etc.)
used in 2nd language
5. Can recognize/identify some pictures as per
words in 2nd language ( Cat, Tiger, fish etc.
for Bangla users)
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1. Demonstrates understanding of words used  Provide opportunity and demonstrate to
in mother tongue that are different from 2nd follow the simple directions/instructions in
language 2nd language
2. Follows single step direction in 2nd  Read with children and play letter games in
language 2nd language
3. Can recognize/identify some letters from
2nd language

1. Can follow simple command and  Give children simple instructions in second
instruction in 2nd language language in daily routines and encourage
them to follow the instructions
2. Enjoys rhyme and music in 2nd language
 Sing rhymes/songs with children in second
3. Can recognize/identify and read the letters language and encourage them to sing
of alphabet from 2nd language rhymes/songs in second language
 Give children to read pictorial alphabet
4. Can exchange greetings with simple words
in 2nd language books, rhymes and story books written in
simple second language.
5. Can say names of the days of the week in  Give opportunity to children to count and
2nd language learn 1-10 in second language.
6. Can count numbers from 1-10 in 2nd
language
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Domain 4: Cognitive
Domain: 4. Cognitive Development
Sub-Domain: 4.1: Knowledge
Specific Aspect: 4.1.1: Environment
4.1.1.1: The child should be able to demonstrate awareness of the natural

Standard:
environment and its relationship with human beings.
Birth – 6 Months

1. Recognizes surrounding elements and  Maintain regular Interaction with caregivers,
express interest about those (e.g. smile family members, other children e.g.(smile to
to mother/ caregivers, liking/ disliking, child, talk to the child, do eye-contact)
comfort/ discomfort)
 Show, provide children with lot of child friendly
materials around them
 Create stimulating environment (e.g. hang object
, show colourful picture)

1. Recognizes surrounding elements and  Provide children with lot of child friendly
responds to them (e.g. smiles, express materials around them and let the child explore
liking/ disliking, shows comfort/ the materials
discomfort)
 maintain regular Interaction with caregivers,
2. Observes weather and other natural family members, other children
phenomena using senses (e.g. Day-
night, rain, wind, thunder).  Provide children regular opportunities to play
outdoors
3. Expresses interest in nature and its
colors (e.g., flowers, breeze, grass,  Show and tell them the name of the objects
butterfly, leaves, and birds) by while bringing them outdoor (e.g. bird, moon)
observing.  Let the child experience the different weather
(e.g. day-night, hot-cold, rain-wind)

1. Shows interest to natural phenomena  Demonstrate, and engage children in activities
through senses (fog, thunder) or about the environment and what people can do
different living creatures (insects, pets). to protect it (e.g.takecare of pets and plants).
2. Shows affection to environmental  Encourage children to take care of indoor and
elements (not hitting animal, not outdoor environment (e. g. not hitting animal,
tearing leaves or plants, etc.)
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3. Identifies different objects from nature not tearing leaves or plants, etc.) as normal part
(leaf, flower, stone) of the daily routine.
 Provide play material with various textures so
that children develop better sense of touch (e.g.
leaf, flower , sand, wooden toys)

1. Observes and examines natural  Expose to natural environment and allow them
phenomena through senses (rain, wind, to ask question and respond to their queries.
fog, thunder) or different living
creatures (birds, domestic animals).  Provide scopes to nurture pets.
2. Shows affection and act to conserve  Demonstrate how to take care of the surrounding
environmental elements (taking care of environment and encourage children to take care
pet, watering plants, etc.) of it (use bin, not throw stuff around, taking care
of pets, watering plants, etc)
3. Begins to distinguish the natural from
the man-made environment.  Discuss and show the differences between
natural and made things/materials.
 Collect and use natural materials for play
(recycle materials, do not harm the nature).

1. Extends information and increases  Encourage children to keep his/her room or
sense of responsibility for protecting space clean and tidy.
the environment.
 Encourage children to take care of his/her own
2. Notices some concepts/symbols belongings (e. g. organize of toys, cloths shoes
associated to seasons (e.g. eat kichuri etc.)
during rainy days etc.).
 Demonstrate, explain, and provide opportunities
3. Helps to keep the house clean (help for children to see how to recycle (e.g. re-using
making bed, maintain reading table, empty containers, boxes, tissue rolls used papers
etc.). etc.)
4. Recognizes and responds to special  Read or tell ecology-related stories (stories
features of environment (e.g., which focus different seasons)
appreciate rainbow, thunder bolt, bird
or a very tall tree).  Encourage children to take care of the
surrounding environments (e.g. throw their trash
5. Uses natural objects for play (e.g., into the waste bin)
makes clay toys, makes a house out of
sticks, uses leaves for drawing, seeds
for counting).

1. Shows awareness of environment by  Demonstrate, explain, and provide opportunities
noticing features of own home and for children to see how to recycle (e.g. re-using
other familiar places (e.g. a ditch beside
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the house increases the risk of accidents empty containers, boxes, tissue rolls used papers
and mosquitoes). etc.)
2. Participates in protecting equipment  Read or tell ecology-related stories (stories
and materials from weather or other which focus different seasons)
natural phenomena (e.g. closing
window and door while raining and  Engage children in providing waste bins around
storm. bringing clothes that are kept house or centre
outside for drying).  Set clear rules and engage children in waste
management.
 Engage children in protecting equipment and
materials from weather or other natural
phenomena (e.g. closing window and door while
raining and storm. bringing clothes that are kept
outside for drying).

1. Names places of natural environment,  Take children on a visit to an outdoor area (e.g.,
such as river, lake, canal, mountain. local pond, river bank or near crops field) and
2. Shows interest on natural happenings talk about what is found, what belongs there,
such as flood, drought and storm. what has been left by people, and what to do
about that behavior
3. Shows interest in understanding how
animals gather and store food, sleep,  Introduce natural environment (pond, lake,
and live. mountain river etc.) and happenings (flood,
storm etc.) through story books and pictures
4. Explains with adult support and
guidance, how people can take care or  Let children choose a regular chore to help clean
prevent damaging. up their immediate environment (clean up and
organize toys after play, close water tap after use
5. Demonstrates interest to know more etc.)
about global warming and climate
change.  Demonstrate and explain what happens when tin
cans, paper products, and plastic are thrown in
trash bins.
 Introduce world natural heritage (e.g. The
Sundarbans) through story books, pictures and
videos and explain why they are important to
preserve.

1. Understands with adult support and  Take children on a visit to an outdoor area (e.g.,
guidance, how people can take care of local pond, river bank or near crops field) and
the earth. talk about what is found, what belongs there,
2. Demonstrates interest to know more what has been left by people, and what to do
about global warming and climate about that behavior
change.  Let children choose a regular chore to help clean
3. Exhibits simple concepts of up their immediate environment (clean up and
conservation (e.g., uses paper organize reading table or books, close water tap
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judiciously, does not waste clean/ safe after use, switch off the light while leaving
water). room, does not waste clean/ safe water etc.)
4. Shows interest in understanding how  Demonstrate and explain what happens when tin
animals gather and store food, sleep, cans, paper products, and plastic are thrown in
and live. trash bins
5. Identifies seasonal fruits, flowers and  Introduce world natural heritage (e.g. The
crops. Sundarbans) through story books, pictures and
videos and explain why they are important to
preserve.
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Specific
4.1.2: Health and Science
Aspect:
4.1.2.1: The child should be able to describe features and characteristics of

Standard:
human being.
Birth – 6 Months

1. Shows expression, (cry, smile etc.)  Interacting child with different facial expression
2. Responds to interaction with other (e.g. different smile , surprise , funny face )
human around (e.g. smile back)  Offer fun activities such as peek-a-boo, hide and
seek with different bright objects)

1. Differentiates between the familiar  Play with the child with various expression
and unfamiliar people and between
children and adults.  Allow child to interact with other children (with
adult’s supervision) and introduce the child with
new person (visitors, relatives, doctors etc)

1. Describes parts of the human body  Play games, read stories, recite rhymes, sing song
2. Knows use of different body parts about identification of body parts.
(e.g. use hands to grasp a ball or  Utter the words while touch the particular part of
fingers to open a bottle lead) the body.

1. Describes few parts of the human  Play games about identification of body parts;
body and its functions. associate them with numbers (1: the mouth; 2: the
2. Names facial body parts and tells their eyes…)
functions (eyes, ears, teeth)  Point facial body parts with fingers while
indicating

1. Is able to describe body organs and
their function (e.g. eyes for seeing,
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stomach for food, legs for walking  Provide children books about the human body, the
etc.) internal organs and their function and allow them
to explore.
 Discuss about different body organs and their
functions with children.

1. Understands the characteristics (e.g.  Provide children books about the human being
talks, thinks etc.) of human being in and other living beings and allow them to explore.
relation to other living beings.
 Discuss about different body organs and their
2. Describes changes in parts of the body changes with children (hair grow longer,
(hair grow longer, fingernails grow fingernails grow longer, height grow longer)
longer, height grow longer).

1. Names and describes parts of the body  Discuss about different body organs and their
and their functions (e.g. I use my changes with children (hair grow longer,
fingers to hold…) fingernails grow longer, height grow longer)
 Provide basic information on different body
functions with charts (posters of human brain,
skeleton, digestive system) or video (selective e.g.
youtube videos).
 Provide interactive miniature body model, (e.g.
easy –to-build figure toys, Lego) , skeleton with
fun plays
 Collect and provide children interactive human
body games, videos, story books.

1. Demonstrates the awareness regarding  Create opportunities to discuss about the life cycle
the changes (growth and for plants, animals, and people. Create a graphic
Development) that happen within his/ with the children’s physical characteristics
her own person, as well as in the (height, weight, preferences) at the
environment (the child grows; the beginning/ending of each school year, so that they
plants have a life cycle). can sense the evolution.
2. Knows about the human diversities  Discuss various life conditions depending on the
(color, size, shape, religion, culture). geographical regions or cultural spaces on the
bases of pictures, books, videos.
 Discuss and explain human internal body organ
(e.g. show chart or video of digestive track, blood
circulation, nervous system) so that children can
aware of how their body functions.
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 Show the basics how people get sick by
interrupting this function (e.g. germs getting
through our unwashed hands and create stomach
pain)

Specific Aspect: 4.1.2: Health and Science
4.1.2.2: The child should be able to collect information through

Standard:
observation and manipulation.
Birth – 6 Months

1. Gathers information through the senses  Provide an environment with many objects/
(e.g., hard and soft, Sour and Sweet, Dry toys and stimuli sources (hearing, sight, touch).
and wet).
 Show children their reflection in the mirror

1. Uses more than one sense at one time  Show children their reflection in the mirror
(e.g., uses sight, touch, taste, and hearing
by examining and shaking a toy).  Provide objects that invite exploration with
multiple senses (e.g., rattle with bright colors
and different textures)

1. Observes objects in the environment for  Provide opportunities for children to explore
a brief period of time. natural objects, name the objects from the
2. Uses another object or person as a tool environment, their characteristics and utility/
(e.g., expresses the desire to be picked use and stimulate the child to repeat after you,
up to reach something, uses block to to point to those objects.
push buttons on a toy).  Demonstrate how things can be manipulated to
3. Uses all five senses to examine different make them different and/or more useful ( e.g.
objects (roughness, sharp edges.). using bottles, or blocks as a car)
 Provide objects that allow exploration with
multiple senses (e.g., use blocks with different
textures, color, shape size).
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1. Follows the objects and tries to find out  Play hide and seek (can be done by hiding any
even when the objects are kept out of object with cloths)
sight. (Object permanency)
 Provide opportunities for children to explore
2. Uses another object or person as a tool natural objects, name the objects from the
3. Uses all five senses to examine different environment, their characteristics and utility/
objects with attention to detail use and stimulate the child to repeat after you,
to point to those objects.
4. Observes and manipulates objects to
identify similarities or differences among  Demonstrate and explain how things can be
them. manipulated to make them different and/or
more useful (e.g. making car, house, tower with
5. Observes and examines natural blocks)
phenomena through senses (e.g., notices
different types of insects).  Provide objects to allow exploration with
multiple senses (e.g. talk about taste, smell and
texture of food)
 Provide opportunities for child to examine
things in detail by asking open-ended
questions.

1. Uses or manipulate materials around the  Provide opportunities for the children to play
children to explore the immediate with different environmental elements from
environment. surroundings (e.g. water, clay, paper, leaves,
2. Uses language to describe objects and etc.)
experiences around them  Allow child to describe child’s favorite person,
events, toys , food (e.g. show and tell)

1. Is able to use readymade play materials  Engage children to use readymade play
(e.g., blocks, letter, car, mobile phone, materials while playing dramatic play (e.g.,
glass, binoculars) to explore the blocks, letter, car, mobile phone, glass,
environment. binoculars)
2. Participates in experiments provided by  Provide with safe liquid (water) and solid (clay,
adults and describes observations (e.g., sugar, salt) materials to experiment mixing
mixing substances and dissolution of those and discuss the changes.
solid substances in liquids).
 Provide/allocate time for children to talk about
3. Shows interests to new objects, events their experiences on recent travel, festival or
and experiences child go through daily experiment they have done.
events or watching television and likes to
ask questions.

1. Seeks information through observation,
exploration, and conversations.
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2. Uses simple tools and equipment to  Provide opportunities for children to
extend the senses and gather data. experience situations, events, books,
3. Makes imaginary and fictional stories instruments etc. and discuss with them.
based on recent observations.  Encourage children to draw pictures of
4. Shows interests to experimenting observations or talk about them.
collecting objects around.  Provide opportunity to observe changing
process of different life cycles (e.g. hatching
eggs to chicken, caterpillar to butterflies )
through real observation, small hatching box,
or through chart or videos and encourage
children to tell the stories on those.

1. Identifies, describes, and compares  Give children opportunity to experience natural
properties of objects. phenomena through various
2. Uses charts and graphs to collect, pictures/photographs, children science books,
organize, record, and describe using various instruments (e.g. magnify glass)
information. and discussion.
 Help children to develop observation records
(e.g., drawings, objects collection, photos) from
walks in the neighborhood.
 Help children represent their observations
using pictures, charts and graphs (e.g.
presentation in the family or within the peers
group).
 Encourage children to express their own
explanations and interpretations of their
observation.
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4.1.2.3: The child should be able to engage in exploring the natural world
Standard: by manipulating objects, asking questions, making predictions and
developing generalizations.
Birth – 6 Months

1. Actively uses one or more sense to  Provide children with opportunities to play
explore environment (e.g., touch, sight, with materials (e.g. play with rattles, soft
taste, smell, and hearing) with adult balls,)
assistance.

1. Actively uses one or more sense to  Provide children with opportunities to play
explore environment (e.g., touch, sight, with new objects (e.g. household objects,
taste, smell, and hearing) with adult natural objects plants).
assistance.
 Explore objects and the environment with the
2. Investigates new phenomena (e.g., new children (e.g., new play materials or different
play materials or different house objects). house objects).

1. Tries new activities, motions,  Provide opportunities to experience new
experiences. activities or motions. (e.g. swing, riding horse
2. Asks simple questions about the natural with adult supervision etc.)
world (e.g., “When do we observe sun/  Provide opportunities for children to ask
moon?”). questions about the environment and provide
3. Observes and/or manipulates objects and descriptive answers.
events to answer simple questions about
the natural world.

1. Tries new more complex activities,  Explore objects and the environment together
motions, experiences. with children (introduce children with plants,
2. Is able to solve simple problem using sun, moon etc.)
previous experience
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3. Asks simple questions about the natural  provide opportunities to solve simple problem
world from experience (e.g. finding toys, build tower
4. Observes and/or manipulates objects and or house with blocks)
events to answer simple questions about  Provide opportunities for children to ask
the natural world. questions about the environment and provide
5. Demonstrates ability to think before descriptive answers.
engaging in an activity.  Provide opportunities for children to think
6. Makes guesses about what might happen ahead by asking “what if?” questions about the
based on past experience. natural world.(e.g. guessing game)
 Provide opportunities for children to note
patterns in behaviors and to discuss what
comes next (e.g., “After we read a bed-time
story, we turn out the lights.”).

1. Asks questions and finds answers through  Help children find the answers to “why”
active exploration. questions through active exploration and
2. Records information from an experience reflection
(e.g., drawing, storytelling).  Demonstrate, explain, and engage children in
3. Uses instruments for exploring the activities that make predictions about natural
environment when playing games. events (e.g., growing seeds, caring for animals,
charting weather)
 Provide fun activities/games related to
exploration (e.g. provide toy/plastic shovel
and spade to discover treasures in the sandpit )

1. Makes predictions and develops  conduct simple experiments with children(e.g.,
generalizations based on past which object will sink and which will float)
experiences.
 provide children scope to observe cooking
2. Uses vocabulary that shows recognition process , demonstrating simple scientific
of scientific principles to explain why principles (e.g., freeze, melt, liquid, solid)
things happen (e.g., uses words such as
sink, float, melt, freeze).  Provide opportunities for child to engage in
experiments with everyday items (e.g., mixing
3. Explains the changes in materials and two elements to make new objects for example
starts to understand the relation cause- mixing water and flour to make dough)
effect.
 Engage child in “if – then” questions (e.g., “If
4. Differentiates materials using concepts I keep pouring water into this cup, what will
like hard and soft, floating and sinking, happen?”)
hot and cold, wet and dry, etc.
 Ask question to explore causes. (e.g.why do
5. Differentiates objects according to known the leaves move, when does the light lit?)
matter, such as wooden, iron, plastic.
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 Provide opportunities for child to think about
scientific processes (e.g., “How can we find
out what kind of insects live in this dirt?”)
127

1. Collects information about objects and  Provide opportunities for child to engage in
events in the natural world experiments with everyday items (e.g., mixing
2. Communicates information learned from two elements to make new objects for example
exploration of the natural world mixing water and flour to make dough)
3. Makes reasonable explanations, without  Engage children in “if – then” questions (e.g.,
assistance (if cloudy, predicts that it “If I keep pouring water into this cup, what
might rain) will happen?”)
4. Describes and discusses predictions,  Ask children to collect various objects.

explanations, and generalizations based Arrange a special place in the house for these
on past experiences collections (shells, river rocks, leaves,
different lids).
 Provide opportunities to think about scientific
processes (e.g., “How can we find out what
kind of insects live in this dirt?”)

1. Explores natural elements through  Allow children to use different instruments
different tools (magnifying glass, magnet, and the possibility to use them independently.
etc.) Ask the child to organize the gathered
2. Gathers information and records and information (magnifying glass, magnet, etc.).
describes information through various  Ask stimulating questions to the children to
methods (drawings, charts, graphics, make predictions before an experiment is
photographs, narrations). taking place, to estimate the results which they
3. Formulates conclusions. will compare afterwards.
4. Makes generalizations.  Encourage the child to record the obtained

information after an observation or an
experiment. Keep a journal of the experiments
made by the children: keep notes with the
experiments, estimations, predictions and
results (drawings, charts, graphics,
photographs, narrations).
 Provide opportunities for children to think
about scientific processes (e.g., “How can we
find out what kind of insects live in this dirt?”)
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4.1.2.4: The child should be able to observe and describe characteristics of

Standard:
living things.
Birth – 6 Months

1. Shows expressions seeing other faces  Expose child to other children and adults
2. Responds to emotions of other human  Interact with children with different facial
(crying for crying, smile for smile) expressions.

1. Notices plants, animals, and other  Offer children the opportunity to observe
people in the environment with help various plants, animals as well as the interaction
from an adult. among people- others than family members.
2. Names (using words or “onomatopoeic”  Encourage children to identify and name the
words associated with sounds) plants, objects and the living beings he/she sees. Play
animals, people. games with animal sounds in order to identify
certain animals.
 Sing songs and read books from a variety of
cultural backgrounds.
 Introduce children with pets, domestic animals.
 Take children on field trips to places where
he/she can observe and explore living things
(e.g., zoo, farm, park)

1. Shows interest in certain living things  Take advantage of every day events to talk with
(e.g. looks at pets or at domestic child about nature and science (e.g., the
animals, takes flowers, collects leaves changing weather).
or twigs).
 Describe plants and animals and how they grow
2. Knows about the existence of living and change.
creatures and objects in the
environment  Help children safely observe animals and
insects around the home and neighborhood.
Take them to field trips to farm, zoo, science
museum, plant nursery etc.
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1. Imitates different living things (e.g.  Read or act out stories and legends about plants
birds, cats, tigers , rabbits ) and animals from children’s cultural
2. Shows immense interests in different background
living beings both plants, insects and  Offer children the chance to observe plants in
animals different moments (blooming, with flowers,
3. Explores and investigates physical fruits).
properties of living and non-living  Provide children with opportunities to play
things. outside.
4. Demonstrates understanding of how
things grow and change.
5. Observes and understands that the living
creatures need water, food in order to
grow.

1. Identifies things as living or non-living  Provide opportunities for children to use all five
based on their characteristics (e.g., senses to learn about the outdoor environment
breathes, moves, grows). (e.g., listen for sounds of nature, watch small
2. Describes characteristics of plants, insects, smell paddy field, touch rough
animals, and people (e.g., “That tree jackfruit).
grew really tall!”).  Explain and engage children in activities that
3. Notices similarities, differences, and explore plants and animals, including those
categories of plants and animals. found in diverse cultures.
4. Classifies the living creatures in the  Provide opportunities for children to take care
world (animals, birds). of living things (e.g., non-toxic houseplants,
pets).
 Let children describe their experiences of living
things (e.g. domestic animals, insets at their
home or pet they like-how they eat, sleep or
communicate )
 Play games based on characteristics of living
and non-living things (e.g. game of who can fly
and who cannot fly)

1. Demonstrates understanding of changes  Explain and engage children in activities that
in the appearance, behavior, and explore plants and animals round them Provide
habitats of living things (e.g., plants, opportunities for children to take care of living
bird’s nest, spider webs). things (e.g., non-toxic houseplants, pets)
2. Asks questions about growth and  Provide opportunities for children to think about
change in plants and animals. how things live, grow, change, and die
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 Read stories to children about growth and
change of living things
 Offer children opportunity to observe the living
beings by visiting the Zoo, farm animals, bird
farms, the aquarium, the plants by visiting an
orchard, a vegetables garden.
 Have children tell a story or draw a picture
about an animal that changes
 Plant seeds with children, nurture them together,
and monitor the changes.

1. Observes and describes characteristics,  Provide opportunities for children to think about
basic needs, and simple life cycles of how things live, grow, change, and die through
living things. describing, drawing, developing models.
2. Describes simple relationships between  Challenge children with questions like:” What
animals, plants, and the environment if…?” (e.g. flowers would not come with colors,
(e.g., “Fish live in water.” “Some were no birds ) “What would happen if…?”
animals eat plants.”). (e.g. we could not speak, plants stop growing
fruits)
 Read stories to the children about growth and
change of living things.
about an animal that changes.
 Show short animation films, videos on living
things
 Plant seeds with children, nurture them together,
and monitor the changes.

1. Uses a vocabulary that includes the  Explain and engage children in activities that
name of some scientific principles explore processes of the living world. (e.g.
which explain the processes of the transformation of water to ice, melting of ice,
living world (sinking, floating, and dissolving of sugar or salt into water, etc)
dissolution, melting).
 Offer children the possibility to take care of a
2. Takes care of familiar plants and plant or to participate in taking care of a pet or a
animals independently (e.g., waters farm animal.
houseplants, feeds pet fish).
 Read stories about growth and change of living
things.
about an animal that changes.
 Show short animation films, videos on livings
things.
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 Plant seeds with children, nurture them
together, and monitor the changes

4.1.2.5: The child should be able to observe and describe characteristics of

Standard:
weather and seasons.
Birth – 6 Months

1. Observes the celestial bodies (sun,  Take children on walks, describing what you see.
moon, stars). Help the child to identify and name them.
 Read non-fiction books and sing songs describing
the properties of the earth.
 Provide safe opportunities for children to explore
dirt, sand, and water.

1. Enjoys playing with water, sand, and  Introduce children to pictures of natural
mud. phenomena (e.g., sea, caves, waterfalls, forests)
2. Notices various surfaces of Earth  Provide opportunities for children to explore
(grass, sand, forest, water). natural environment (e.g. day, night, rain, wind,
3. Identifies weather (e.g., sun, rain, fog). hard wind etc.)
4. Observes clouds, the moving of the  Discuss about the changes that occur during a
wind, weather changes, with help or day (in the morning it is sunny, you can see
independently. clouds during the afternoon, and it is possible to
rain).
5. Notices the sequence day/ night.

1. Makes story up with imagination  Offer resource to act out different role in different
(imaginative space travel, rescue from seasons (e.g. umbrella, old coat, Shawl )
storm)
 Offer interacting play/ activities to understand the
weather and seasons differences (e.g. collecting
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2. Observes clouds, the moving of the rain water and measure, touching hot stone
wind, weather changes independently. outside)

1. Recognizes and provides simple  Provide opportunities for child to share
descriptions of the states of matter observations on different seasons (winter, summer
(e.g., Water is wet.”). etc.) and weathers (rainy, sunny etc).
2. Describes the characteristics of  Discuss the different features of seasons and
materials and of the surrounding weathers
objects (e.g. water, stones).
 Support children to observe any day and discuss.
3. Knows the various parts of the day
(e.g. morning, afternoon, night).  Help child develop a nature collection (e.g.,
leaves, shells).
 Show season related words with pictures (e.g.
winter with snow, fog; rainy season with cloud,
flood )
 Organize activities of role play related to season
and weather (e.g. acting out sweating under
simmering sun, using umbrella in a rainy day, )

1. Makes simple observations of the  Provide opportunities for child to share
characteristics and movement of sun, observations on different seasons (winter, summer
moon, stars, and clouds. etc) and weathers (rainy, sunny etc)Help child
2. Discusses changes in the weather and develop a nature collection (e.g., leaves, shells)
seasons, using common weather-  If possible, go to museums or community events
related vocabulary (e.g., rainy, sunny, that focus on the natural world (e.g., planetarium,
windy). earth day event)
3. Differentiates between heat and the  Allow the child to look at pictures with natural
water sources, and explains their phenomena which are hard to access (e.g.
benefits and risks. waterfalls, caves, volcanoes, seas, oceans) and
4. Describes the characteristics of the extend their knowledge experiences when
seasons. possible with visits and trips to unfamiliar
environments.
5. Asks questions about the elements
necessary for life (e.g. earth, water, air,  Provide children resources (old warm cloths,
fire). umbrella, and hand fan) for acting out people’s
behavior in different seasons.

1. Identifies changes that occur in nature
over time.
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2. Describes, draws, or writes about  Guide child’s efforts to identify, record, and
seasonal changes (e.g., summer, describe changes in weather(e.g. change of the
winter, rain, etc.). day over time)
3. Shows an emerging ability to “read”  Explore properties of the earth with child as
the weather (e.g., if cloudy, predicts found in his/her daily environment (e.g. dig in
that it might rain). the soil, explore puddles).
4. Knows and uses the time units: the parts  Provide interactive fun activities to engage
of the day, the days of the week, the children in weather and season exploration (e.g.
seasons. collect rain water in pot during raining and later
5. Understands and talks about the measure with scale, and mark in their note book)
importance of water and air for life and  Facilitate to link different season by seasons’
ways to prevent pollution characteristics, human behaviour, food habit (e.g.
6. Observes and describes the position of make a seasonal circle by fruits/vegetables
celestial bodies (e.g. sun, moon) available in each of the season, how cloud and
sky might appear in different seasons, how plants
changes over the seasons)
 Organize activities (e.g. show and tell, drawing
or making models ) how child memorizes or
experiences weather and seasons (e.g. getting
sick during winter, travelling grandfather house
by boat in Monsoon )

1. Predicts season/weather conditions by  Guide child’s efforts to identify, record, and
the clothes worn or by objects carried describe changes in weather.
(e.g., umbrella).
 Encourage the child to create calendars, books
2. Names the seasons in the right order about seasons and to combine drawing with
(winter, spring, summer, autumn/ pictures and text collage.
Barsha, Grisha, Sharat, Hemanta,Sheet,
Bashanta).  Use a calendar which reminds the child about the
important events in the child’s and family’s life.
3. Knows and is able to use the days of
the week in the right order; the child  Explore properties of the earth with child as
knows that the hour has 60 seconds, found in his/her daily environment. (e.g., dig in
knows the months of the year. the soil, explore puddles).
 Encourage children to brainstorm how weather
and season influence human and animal
behaviours and life (how human and animals
survive in cold countries, How excessive rain in
monsoon effect people of Bangladesh; )
 Encourage children to make a scrapbook on
different aspects of season (e.g. collecting
different leafs and flowers of different season,
describe with pictures and drawings the best
season and weather the child likes)
134
Specific
4.1.2: Health and Science
Aspect:
Standard: 4.1.2.6: The child should be able to use technology appropriately.
Birth – 6 Months

1. Listens to music  Sing lullabies/song to child
2. Shows interest in technology (e.g.,  Provide opportunities to listen soft music
automated toys, cell phone).
 Provide safe and child friendly automated toys

1. Enjoys using play technology objects  Provide safe “child-friendly” multi-sensory
(e.g., wind-up toy, Turns a toy torch light automated toys.
switch on and off).
 Provide opportunities for child to listen to
2. Plays with battery-operated toys and story tapes and music from own and other
learning objects, with assistance. cultural backgrounds.

1. Plays with battery-operated toys and  Demonstrate, explain, and provide
learning objects, with assistance. opportunities for child to use phone skills
2. Operates a simple music player to listen (e.g., “Hello,” “goodbye,” words instead of
to a recorded story, with assistance. gestures).
3. Builds different models (toy house, tent,  Create opportunity to watch video with adults
etc.) with toy materials guidance
 Provide opportunities for child to listen to
story tapes and music from own and other
cultural backgrounds.
 Demonstrate, explain, and provide
opportunities for child to see how technology
helps people (e.g., motorized wheelchairs,
communication devices).
135
1. Expresses interest in doing new things  Organize role play games for the children
by themselves (e.g. make believe miniature dentist corner )
2. Enjoys pretending different professional  Provide and store adequate resources to
(e.g. doctor, dentist, scientist) support role play (e.g. old cloths, apron,
unused calculator, toy stethoscope, toy
computer, cell phone )
 Ensure that all technology-based resources
child is exposed to (e.g., television
programming, computer software) reflect and
affirm diverse cultures, languages, and ethnic
heritages.
opportunities for child to see how technology
helps people (e.g., motorized wheelchairs,
communication devices).

1. Communicates with family members or  Create opportunity to communicate with
other familiar people using telephone or electronic devices with adult assistance.
other communicative device, with
assistance.  Introduce technologies from daily life
(mobile, microwave, refrigerator etc.)
2. Identifies some materials as natural or as
human-made and explains how he/she
knows the difference.
3. Imitates and follows adults use of
technological at home and outdoor (e.g.
pretend play-use imaginary phone, driving
car)

1. Describes stories, images, or sounds  Actively participate with child when watching
experienced with technology (e.g., music television.
on CD player, program on television, story
heard on tape).  Monitor and limit the quantity and quality of
child’s computer use
2. Uses accurate vocabulary to identify
technology (e.g., camera, mobile phone,
computer, television).
3. Uses symbols to understand gadgets
instructional at home and outside (e.g. use
remote controls to switch on/off and
changing channels in television, pressing
number or open /close button in the
elevator)
136
1. Identifies ways in which technology helps  Provide opportunities for child to think about
people accomplish specific tasks (e.g., and discuss the use of technology in daily life.
“The wheelchair helps disabled get from
one place to another.” “Telephone lets  Model using technology constructively and
you communicate with your friend who responsibly in daily living (e.g., use the
lives far away.”). computer to check the weather forecast)
2. Identifies alternate ways of doing things

with and without technology (e.g. can
travel by foot or by car, can on/off
television manually or by using remote
control).
3. Considers, with adult guidance, what it
must have been like to live without
technology in an earlier time.
4. Identifies simple technological
instruments, objects, equipment in their
daily life and their uses.

1. Demonstrates appropriate use of  Provide opportunities for child to think about
cellphone, laptop, tab, TV, etc. and discuss the use of technology in daily life.
2. Carries out simple building sets, to build  Model using technology constructively and
simple models using paper, clay, blocks responsibly in daily living (e.g., use the
(e.g. boat, car, dollhouse etc.). computer to check the weather forecast).
3. Show interest about computer and use of  Provide information and discuss the negative
computer. effect of excessive use of technology on
young children (e.g. prevent them to make
friends, limit their physical activities and
balanced development )
137
Specific Aspect: 4.1.3: Social Science
4.1.3.1: The child should be able to differentiate between past, present

Standard:
future events.
Birth – 6 Months

1. Participates eagerly in regularly  Demonstrate, explain, and give child routines,
scheduled daily activities. talking about what happens before and after.
 Label events and routines (e.g., use time words
such as today, tomorrow, next, later, long ago).
 Look at photo album or family videos with
child.

1. Demonstrates the beginning and end of  Tell story, recite rhymes and clap hands after
an event (e.g., claps at the end of a song). the activity.
2. Recalls information about the immediate  Use pictures to talk with child about what will
past (e.g., after eating, says “All done!”). happen in the future and has happened in the
3. Recognizes recurring events in typical past.
routines (“After I eat lunch, I will hear a  Explain daily routine activities using past,
story.”). present, future indicative words (e.g. We will
wash hand before/after eating. We will wear
new dress tomorrow and go to
grandma’s/aunt’s house.)

1. Connects new experiences to past  Tell stories from the past, indicating awareness
experiences. of time by beginning, “A long time ago...”
2. Experiments with past, present and  Talk with child to recall what happened
future related terms (e.g., “Today we are yesterday or last night.
going to Grandma’s house.”).
 Show child pictures and tell stories about the
3. Makes predictions about what may way something or someone looked in the past
occur. (e.g., there will be rain today). compared to now.
138
 Organize dramatic play on old stories (food,
vehicles, life style, dresses with made up props
and decoration )
 Talk with child about natural consequences
(e.g. rain will come after thunderstorm, night
comes after sunset)

1. Uses time and position-related words  Provide child with opportunities to play with
and concepts (e.g., first/last, time keeping materials (e.g. clocks, watches,
morning/night, yesterday/today), though timers, calendars)
not always accurately.
 Provide opportunities to child what will happen
2. Gives simple example of what happened in the future and what happened in the past
that day (e.g. then a cat came and caught (e.g. “what did you have for lunch today?”,
the rat). "what will you do in your grandparent’s
house?)
 Develop sense of time showing and
experiencing daily natural phenomena such as
drawing different position of sun in different
time of the day, position of sun and moon in
the sky by day and night, human activities (e.g.
breakfast for morning, sports at afternoon)

1. Establishes causal patterns between past,  Provide opportunities for child to interact with
present, and future events, with family members about family tree and
assistance. ( e.g. pattern of morning to community history
night)
 Count down days to an event with concrete
2. Uses phrases that suggest awareness of materials (e.g., mark the special occasions in
the past (e.g., “When I was a baby...”). calendar).
3. Retells a simple story or event in roughly  Show basic Pictorial history of human on daily
sequential order. life of living, food and morning to night (e.g.
how people lived in the cave in ancient time,
tents/castle in medieval age)

1. Retells a more complex story or event in  Provide opportunities for child to draw, write
somewhat sequential order (e.g., first, a and tell/retell about a memory from a family or
picture of the child eating breakfast; community event.
second, a picture of the child going to
school; third, a picture of the child in the  Read books with child that have historical
classroom). content.
2. Begins to use basic vocabulary for days  Explain evidence of change over time in
of the week and names of the months in meaningful ways to child (e.g., photographs of
order. him/herself)
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3. Differentiates between yesterday, today  Show/draw/read/explain pictorial history
and tomorrow (what he did, what he extended to additional issues like fashion,
does, what he will do. cloths, ships, planes or other interested content.
4. Uses the future tense to discuss plans.
Indicators for children: Strategies for Caregivers

1. Begins to understand and speak that  Help child make a scrapbook of his/her life.
people in the past lived differently than
people do today.  Help child organize an event honouring elders,
including simple interviews of elders.
2. Recognizes that other children have
different past experiences from own by  Provide children pictorial history timelines on
accepting and listening to other’s life different content children are interested (e.g.
stories. dinosaur and their extinction, development of
boats to submarine to futuristic transport)
3. Uses concept of time when describing
events or objects from his/her personal  Provide pictorial history of children living in
or family history. different regions or Bangladeshi ancient
archaeological sites
 Create opportunity for children to draw/make
craft how they want to see future car, building,
city etc.
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4.1.3.2: The child should be able to demonstrate awareness of location and

Standard:
spatial relationships.
Birth – 6 Months

1. Turns towards a moving object.  Provide many opportunities for child to
explore the environment.

1. Explores environment in the presence of  Provide a safe and secure place and “child-
caregiver (e.g., reaches for toys, crawls proof” environment (e.g., cover electrical
towards a desired object). outlets, keep poisons and chokable items out
2. Explores spatial relationships (e.g. attempts of child’s reach).
to fit own body in boxes or tunnels).  Provide opportunity to child to play with
safe small paper boxes/plastic bowls/doll
house

1. Describes positions and functions of own  Play games with child that incorporate using
body parts and responding to position words (e.g., left,
right, first, last, big, little, top, bottom,
position of eyes, nose etc.)

1. Describes the functions of own body and  Use position words in a conscious way (e.g.,
can elaborate its utilities. suggest child puts magazine under the book
2. Distinguishes between near and far. that is on the table)
3. Experiments with physical relationships  Play with child, creating situations related to
(e.g. on/under, inside/outside). placing objects in different positions(e.g.,
put doll, ball or child’s favourite toys
near/far/front/back)
 Organize children to draw their family,
house , school and ask them to locate
themselves
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1. Uses words to indicate direction, position,  Play games with child that incorporate using
and size, with occasional mistakes. and responding to position words (e.g., left,
2. Creates representations of locations and right, first, last, big, little, top, bottom)
space during play (e.g., builds doll house in  Use directional terms in different situation
shoe box). (e.g., while travelling “We will turn left at
3. Shows interest in exploring pictures, simple the next street.” While at home, “the pond is
maps etc. behind the house, courtyard is in front of the
house”)
 Organize activities with directional sign
(arrows, symbols etc.) to follow the
instruction or path.
 Support drawing their room, house or centre
and ask them mark themselves, their toys or
favourite place.

1. Shows interest in exploring geography  Take walking trips around the
tools (e.g., map, compass, and globe). neighbourhood, making note of geographic
2. Can name streets, neighborhood, city or features and landmarks
town where he/she lives.  Incorporate pictures of landmarks in child’s
3. Expresses physical relationships (e.g., on/ neighbourhood/environment (e.g., use glue
under, inside/outside). to secure pictures onto blocks for block play)
 Provide opportunities for child to play games
on physical relationships (e.g., on/ under,
inside/outside).
 Support drawing their room, house or centre
and ask them mark themselves, their toys or
favourite place.

1. Talks about location using appropriate  Provide opportunities for child to create
vocabulary (e.g., near/far, over/under, next representations of his/her immediate
to). environment (e.g., draw or use objects to
2. Describes some concepts of distance or represent locations of home, school,
space (e.g., knows it’s far to Grandpa’s neighbourhood etc.).
house).  Draw simple maps and directions that can be
3. Can represent objects and ideas followed around the home or yard to find
symbolically like as round as ball, tall as objects
giraffe etc.  Facilitate children drawing simple maps and
mark with representative symbols (e.g. put
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animal pictures in the world map where they
are available)
 Facilitate arts and crafts activities to make
simple model (e.g. house, car and roads,
water falls).

1. Describes some concepts of distance or  Provide opportunities for child to create
space (e.g., knows it’s far to Grandpa’s representations of his/her immediate
house). environment (e.g., draw or use objects to
2. Knows that real places can be represented represent locations of home, school,
symbolically and can explain in words. neighbourhood etc.).
3. Identifies and remembers land marks of  Draw simple maps and directions that can be
places children travel. followed around the home or yard to find
objects.
 Provide resources to develop comparatively
complex models along with a story (e.g. doll
house with different rooms of purpose and
furniture, soldiers and war cars with strategic
fighting position)
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4.1.3.3: The child should be able to demonstrate knowledge of the

Standard:
relationship between people, places and regions.
Birth – 6 Months

1. Shows expression to known faces  Introduce family members by mentioning
2. Prefers to be in known places (mother’s relationship (e.g. father, mother, sister, brother,
lap, own bed etc.) grandma etc.)
 Keep child in different safe places (e.g. lap of
mother/father/sister/brother/grandma, baby cot
etc.)

1. Recognizes some familiar places (e.g.,  Give child many opportunities to see and
home, store, grandparent’s house). explore the immediate
3. Recognizes close relatives and develop environment/surrounding (e.g. balcony, garden,
their preference for some over others window, outdoor etc.).
4. Recognizes places around home and  Narrate what child sees and finds in the
develop their place of interests environment.
(balcony, garden, window, outdoor)  Take child to close relatives/neighbour’s house.

1. Can tell where favorite toys or foods are  Give opportunities to see the places for storing
stored in own home. toys and food.
 Encourage child to keep toys in particular place
(e.g. box, bag, basket etc.

1. Distinguishes different environments by  Take child to geographical locations that may
the people or signs that are a part of that be unfamiliar (e.g., parks, mountains, ocean,
environment (e.g., see pictures of fish new neighbourhoods).
and says “They live in water.”).
 Take child for walks around the neighbourhood
2. Recognizes own house when and point out signs and landmarks that indicate
approaching (e.g. can tell which locations.
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direction to go, behind the big tree, next
to the mosque etc.
3. Recognizes familiar buildings (e.g.,
school, restaurant, and library) by
identifying

1. Matches objects to their usual locations  Create opportunities to visit different
(e.g., stove in the kitchen, bed in the places/locations and explain what child has
bedroom, tree in the park). seen during visit (e.g. stove in the kitchen, bed
2. Develops awareness of some in the bedroom, tree in the park, fish in the
characteristics of own geographic region pond etc.)
(e.g., “It rains here a lot. It is breezy  Provide opportunity to children to familiarise
around here”). with people from different ethnicity, profession
and culture (e.g. pictures/toys costumed farmer,
doctor, ethnic women etc.)

1. Recognizes where he/she is while  Demonstrate and explain the use of maps and
traveling in familiar areas, most of the globes in the presence of child
time by describing.
 Provide opportunity to children to familiarise
with people from different ethnicity, profession
and culture (e.g. pictures/toys costumed
farmer, doctor, ethnic women)
 Provide children different costumes/objects for
pretend play to describe familiar areas.

1. Describes some physical characteristics  Provide opportunities for child to make
(e.g., ponds, river, mountains, sea, lake, drawings, build with blocks, and create models
haor, winter/summer/rainy season etc.) of real places/situations (e.g., ponds, river,
and some of the social characteristics of mountains, sea, lake, haor, winter/summer/rainy
the corresponding communities (e.g., season etc.).
types of shelter, clothing, food, jobs).
 Help child make drawings or models of his/her
2. Helps to navigate on journeys (e.g., neighbourhood, house with numbers, or school.
“After you pass the big red building,
then my house is next.” or “I live by the  Provide pictorial charts showing how region
big tree or bus stop.”). and profession linked to people’s costume,
festival , work, houses , food, transport (e.g.
3. Recognizes that roads have signs or costume for winter season, camel in desert or
names and houses and apartments have boats in Bangladesh)
numbers to help find locations by
identifying.
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1. Can express that other people live in  Provide opportunities for child to explore how
different places and can talk about it. people and animal live in different geographical
2. Identifies to some extent people from regions and condition (e.g., show maps, books,
different geographical location by their magazines, documentary films, TV, computer).
appearance  Facilitate children to brainstorm linking the
3. Recognizes animals lives in different relationship between people and places (e.g.
places how different places influences people daily
life-work differences between urban people and
rural people)
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4.1.3.4: The child should be able to demonstrate awareness of concepts of

Standard:
economics.
Birth – 6 Months

1. Depends on others to provide for wants  Response positively to child’s emotional
and needs. expression and reaction to different objects (as
2. Shows preferences for object and food. they cannot verbalized their feelings )
3. Shows expression of individual choices  Provide attention to children’s expression of

over different objects (e.g. toys, cloths). hunger and while feeding

1. Depends on others to provide for wants  Facilitate play for child to understand supply-
and needs. demand concept (e.g. child may demand of 5
2. Recognizes relationship between supply chocolates, but explain to the child to
and demand (e.g., understands that understand and accept 2 chocolates as only 2
she/he cannot have another biscuit chocolates are available.)
because they are all gone) and is able to  Demonstrate positive behaviour regarding
accept it and not throw a tantrum. acceptance as per availability.

1. Recognizes and uses objects for  Play with child with materials that have
barter/exchange or trade during play, economic uses (e.g., paper money, wallets,
with assistance. purses etc.).
 Use the names of coins and currency,
demonstrating and explaining both their real and
relative value (e.g. take child to shopping or
play shopkeeper game with children)
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1. Demonstrates the use of money (e.g.  Provide play opportunities for child to purchase
can role play of shopkeepers and things in dramatic play (e.g., grocery store,
customers). bank, post office, shoe store).
2. Uses pretend money to play in their  Involve child when using real currency and
make-believe grocery store or restaurant coins in daily situations (e.g. shopping, travel
(e.g. give receipts, weighing balance fare, food bills etc.).
(dari-palla).
 Facilitate to identify national paper currency and
coins

1. Demonstrates understanding that  Demonstrate, explain, and provide activities
coins/paper currency of different sizes about how things can be used as a substitute for
and colors have different names/values. money (e.g., checks, coupons, credit/debit
2. Demonstrate understanding of substitute cards).
for money (e.g., checks, coupons,  Provide opportunities for child to make “trades”
credit/debit cards) (e.g., trading two crayons for a marker during
3. Demonstrates understanding of sharing art time).
and interdependence.  Provide dramatic play opportunities on purchase
things to understand sharing and
interdependency (e.g., grocery store, tea stall,
shoe store etc.)

1. Realizes that making one choice means  Provide opportunities for child to make “trades”
that you may not be able to do (e.g., trading two crayons for a marker during
something else. art time).
2. Recognizes that people rely on others  Provide dramatic play opportunities on purchase
for goods and services. things to understand people rely on others for
3. Demonstrates the concept of saving goods and services (e.g., grocery store, shoe
resources for use in the future. store, hospital, restaurants etc.)
 Discuss why people save money and provide a
piggy/clay bank or savings account for child.

1. Names local currencies and understands  Engage child in family shopping (e.g. daily
the use of money such as to buy food groceries, purchase of items for
and clothing. festival/gift/school materials)
2. Recognizes that things or goods may be  Involve child in family budgeting, saving, and
individually or collectively owned. spending practices, explain how these family
3. Compares the daily activities and decisions are made.
occupations of people (e.g. laborer,
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farmer, trader, shopkeeper, banker,  Demonstrate and explain that there are some
doctor, teacher etc.). things that no one owns (e.g., sunshine, air,
ocean)
 Encourage children to save their pocket/tiffin
money to buy something with the help of adult

4.1.3.5: The child should be able to demonstrate awareness of family

Standard:
characteristics and functions.
Birth – 6 Months

1. Kicks legs and squeals when familiar adult  Spend warm, nurturing time with child.
appears.
 Provide opportunities for child to spend
2. Develops and maintains trusting relationships time together with family.
with primary caregiver.

1. Shows affection (e.g., hugs and kisses) to  Involve child in family traditions, rituals,
familiar adults. and activities.
2. Develops and maintains trusting relationships  Help child identify and name family
with primary caregiver. members and their relationships and roles.

1. Addresses at least two family members by  Display photos of child and his/her family
name. at child’s eye level.
2. Recognizes immediate family members in  Provide props and dress-up clothes for
photographs by pointing. child to play different family roles (both
3. Recognizes family members by voice by male and female).
turning towards the voice and reaching.
4. Pretends to nurture a doll by feeding and
talking to it.
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1. Recognizes roles within own home through  Involve child in family traditions, rituals,
playing pretend games (e.g., “Baba goes to and activities.
the bazar and Ma washes the clothes.”)
 Provide opportunities for family members
2. Gives names to toys and dolls that reflect to talk with child about family history and
family and circle of friends. culture.
 Read aloud books that show people in a
variety of roles.

1. Describes family members and begins to  Assist child in creating an “All About
understand simple relationships to one another Me” book with pictures and captions
(e.g., “Mala is my sister.”).
 Read stories about families and talk about
2. Talks about grandparents or other family child’s own and others’ families.
members and discusses how they look
different from children.  Help child distinguish people and
relationships (e.g., brother, aunt, cousin).
3. Identifies self as a member of a specific
family and cultural group.  Provide opportunities for child to spend
time with elderly relatives.

1. Adopts the roles of different family members  Read stories about family routine and talk
during dramatic play. other family members role
2. Tells stories about family routines.  Help child distinguish people and
3. Draws a family portrait. relationships (e.g., brother, aunt, cousin)
 Provide opportunities for child to spend
time with elderly relatives.
 Provide opportunities for child to make a
scrap book for family portrait
 Provide opportunities for child to play
different family member role during
dramatic play

1. Recognizes extended family members (e.g.,  Provide opportunities for child to
cousins, aunts, uncles). participate in family functions
2. Talks about how other children have different  Provide opportunities for child to make
family compositions than own (e.g. nuclear, friends with children who have different
extended, single parent). family compositions (e.g., nuclear,
extended, single parent).
 Help child to understand relationship
between family members and their roles.
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 Take child to visit extended/nuclear/single
family.

1. Maintains relationship with extended family  Provide opportunities for child to
members (e.g., cousins, aunts, uncles) and participate in family functions.
communicates through telephone/cell phone,
letters/email or visits.  Provide opportunities for child to make
friends with children who have different
2. Understands the duties and responsibilities of family compositions (e.g., children whose
each of family members grandparents live with them nuclear,
3. Can do easy family work (e.g. fetch pen for extended, single parent).
father or a glass of water for grandmother,  Help child to understand relationship
help in entertaining guests) between family members and their roles.
 Take child to visit extended family.
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4.1.3.6: The child should be able to demonstrate awareness of their

Standard:
community, human interdependence, and social roles.
Birth – 6 Months

1. Begins to watch other children.  Provide opportunities for child to watch other
children outside the home (e.g., courtyard, park,
friends/relatives home).

1. Reaches out to touch other children or  Demonstrate, explain, and provide opportunities
grabs their toys. for child to interact with other children and adults
who are in the room.
 Provide opportunities for child to play in diverse
environments with other children (e.g., play
group, park, friend’s home).
 Provide figurine toys (e.g. human, animal,
animated or imaginary characters) made of
different color, materials so that children can be
familiar with diversity of the world.

1. Recognizes the names of other children  Provide opportunities for child to play in diverse
2. Shows recognition of the family environments with other children (e.g., play
members of other children. group, park, friend’s home)
 Read aloud books about different types of
occupations
 Provide clothing and props for dramatic play that
represent different roles in society
 Take field trips in the community to increase
awareness of roles people play (e.g., library for
story hour, nursery where child can pot plants)
 Encourage child to participate in classroom
duties and household chores
 Display pictures, and read aloud books, that
portray a variety of workers and community
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helpers reflective of women and people from
child’s own and other cultural backgrounds

1. Begins to participate in simple parallel  Provide opportunities for child to play in diverse
play with other children. environments with other children (e.g.,
2. Identifies the possessions of other courtyard, play group, relatives home)
children.  Read aloud books about different types of
3. Shows interest in peers by including occupations
them in play, referring to them by  Provide clothing and props for dramatic play that
name. represent different roles in society
4. Demonstrates that different people  Take field trips in the community to increase
have different roles and jobs in the awareness of roles people play (e.g., library for
community through pretend play. story hour, nursery where child can pot plants)
5. Participates in family routines.  Encourage child to participate in classroom
duties and household chores
 Display pictures, and read aloud books, that
portray a variety of workers and community
helpers reflective of women and people from
child’s own and other cultural backgrounds

1. Identifies people by characteristics  As you go through the day, list with child all of
other than name, when asked. the people you see doing jobs that help others
2. Names a parent’s job (e.g., fisherman,  Use group time (e.g., family meals) to discuss the
garments worker, nurse, electrician, idea of community and interdependence
shopkeeper, farmer), but may not know
what parent actually does at the job.

1. Recognizes some community workers  Provide opportunities for child to express
and displays interest to know about knowledge of social roles through creative art
their jobs by asking questions. and drama.
2. Pretends to be different community  Play song games to explore community helper
workers during play (e.g., boatman, roles.
farmer, shopkeeper, construction
worker, doctor, shoe salesperson).  Demonstrate, explain, and provide opportunities
for child to help others, appreciating others’
3. Recognizes that people have different needs and perspectives.
communities (e.g., family,
neighborhood, school, faith-based,
ethnicity based, occupation based etc.)
and displays interest to know more by
asking relevant questions.
153
4. Names occupation of mother and
father.
Indicators for children: Strategies for Caregivers

1. Names tools used for each occupation  Demonstrate, explain, and provide opportunities
(e.g. hair dresser uses, scissors and for child to observe how people in a community
comb, fisherman uses fishing nets etc.) work together.
2. Names some important place of the  Provide play opportunities for child to take on
community (school, shops, health different social roles (e.g., salesperson, traffic
clinic and their functions). police, health worker, farmer, teacher etc.).

1. Identifies some types of jobs and some  Make a book, poster, draw about people in the
of the tools used to perform jobs. community and the jobs they do.
2. Demonstrates an understanding of  Support in-depth projects for child to explore
social behavior and personal his/her immediate community (e.g., field trips,
responsibility as a member of a group simple interviews with community helpers).
(e.g. “If you put away the toys, then
I’ll clean up the art table”).  Organize activities so that child can play role of
different professions (e.g. doctor, layer, farmer)
3. Identifies hierarchy in the social
system (e.g. Headmaster in the school  Familiarize the recipes and cooking instructions
is the head of the school) of child favorites dishes, ask the child to do small
helps while cooking the dish.
4. Understands that society consists of
people from different professions (e.g.
father in services, uncle sells grocery
in the neighborhood shop, mother
teaches at school)
5. Understands that human lives
independently when they grow up (e.g.
can cook, wash and eat by themselves)
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Standard: 4.1.3.7: The child should be able to demonstrate civic responsibility.
Birth – 6 Months
1. Tries out roles and relationships  Be responsive and nurturing to child.
through imitation (e.g., smiles at self
in mirror, plays peek-a-boo).

1. Tries out roles and relationships  State rules in a manner that promotes positive
through imitation (e.g., smiles at self thinking rather than negative thinking (e.g., “We
in mirror, plays peek-a-boo). use walking feet” instead of “No running”)
2. Requests assistance when needed.  Need to understand the cues and gestures of the
child
 Often use cues or gesture to child to respond
approval or disapproval (e.g. move head with smile
instead of shouting for disapproval )

1. Looks to caregivers for assistance  Provide opportunities for child to make choices
and guidance.
 Promote culturally appropriate courtesy (e.g.
appropriate greetings and respecting elders).
 Often use cues or gesture to child to response of
approval or disapproval (e.g. move head with smile
instead of shouting for disapproval )

1. Recognizes that there may be  Offer easy-to-follow directions.
different rules in different places
(e.g., school rules may be different  Discuss how each person, including adults, can
from those at home) and follows share in home and classroom responsibilities (e.g.,
appropriate set of rules, with cleaning up play areas together)
assistance.  Demonstrate, explain, and provide opportunities
2. Participates actively as a member of for child to experience interdependent behavior
the family or classroom community (e.g., attend civic events and community projects)
(e.g., helping during clean-up time).
3. Helps adult with simple chores
155

1. Shows awareness of group rules  Invite another child in the development of rules to
(e.g., waits for turns). promote interdependence and understanding of the
2. Helps to make rules for free choice rules.
play (e.g., “Only 4 people at the  Establish rules that address bias and prejudice that
imaginary area.”). are understood by child (e.g., “We call other
3. Follows rules while playing games children by their names that make them feel good
and reminds others. about themselves.”)

1. Responds to another child’s needs by  Take child with you when you go to vote during
giving and sharing. elections.
2. Notices if another child is missing an  Demonstrate and discuss public manners (e.g.,
essential article to participate in the asking permission to touch things, saying thank
group (e.g., other child does not have you and goodbye)
crayons to draw with).
 Create opportunities for cooperation (e.g., ask two
3. Invites other children to join groups children to do a task together)
or other activities.
 Provide opportunities for child to share things, play
4. Exhibits positive behavior by turn taking game at home and school
sharing, and taking turns

1. Exhibits positive behavior by  Discuss with child how rules/standards protect
sharing, taking turns, following rules, everyone’s rights and help to ensure that
and taking responsibility for everybody is safe.
classroom jobs.
 Provide opportunities for child to share things, play
2. Participates in community events that turn taking game at home and school
promote interdependence, with
assistance.  Ask children to make their own dos and don’ts at
home through drawing and put it at their corner

1. Demonstrates awareness for the  Provide opportunities for child to actively
reasons for rules and laws. participate in interdependent events (e.g.,
2. Exhibits personal responsibility, classroom project work, group play, game with
choice, and leadership that benefit rules, picnic)
the family or class.  Have child help organize clothes or household
3. Participates in democratic group items to donate to community organizations
processes as a way of making  Demonstrate and explain what could happen when
choices (e.g., voting or discussing). child is not considerate of others
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 Organize activities to label different trashes (e.g.
landfill or recycle).
 Facilitate children to brainstorm how they can
reuse left out bottles, papers, cloths.
 Share video and instructional books showing
making crafts from used product d
 Give children responsibility to look after if
anybody leave the tap running, keep the empty
room light on.
157
Specific Aspect: 4.1.4: Math and Numeracy
4.1.4.1: The child should be able to demonstrate knowledge of counting

Standard:
numbers.
Birth – 6 Months

1. Understands the words 1 and 2  Use household materials and surroundings to
help count number 1 & 2
 Help children to listen rhymes on counting
(e.g. Two little blackbirds….)
 Count the units of food aloud while feeding
children (e.g. one spoon meal, now the second
…)

2. Understands the concept of small or big,  Demonstrate and engage child in activities that
in reference to food or play materials. show “more” versus “less” and small vs big
3. Understands the words 1 and 2  Use household materials to help count number
4. Uses a few number words without 1-10
understanding quantity  Show the object in nature and counts the
similarities and separate dissimilar objects

1. Expresses the concept of more or less in  Sing with them songs that use numbers and
reference to food or play materials. counting.
2. Imitates counting with real objects using  Demonstrate, explain, and engage child in
words that names numbers without activities that show “more” versus “less”
sequentially applying it.
 Use constantly in everyday activities counting
3. Imitates counting rhymes or songs (e.g., and numbers („We need two of these more”,
“Three Little Monkeys”). „Now we are only four in the room”, etc.)
4. Recognizes some quantities (e.g., sees  Provide number/numeral materials in child’s
fingers, hands, eyes and says “two”). environment.
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 Use numerical concepts in everyday routines
(e.g., ask child if he/she would like “One more
or two more pieces of something.”).
 Pair objects during daily activities (e.g. “One
child gets one snack.”)
 Provide child with math-related toys and objects
(e.g.number puzzle mat, cooking sets, abacus)
 Demonstrate counting units of solid and liquids
(e.g. one glass of water, one guava)

1. Counts some real objects  Involve child in collecting objects and help to
2. Names some numerals. count based on similarities and dissimilarities
(e.g. leaves, flowers, crayons)
3. Recognizes that a single object is “one”
regardless of size, shape, or other  Organize small group activities and ask children
attributes. to count how many children are in the group.
Ask them to group the toys, 3 or 4 together, for
4. Understands that numbers represent a new game.
quantity (e.g., gets 2 balls out of the
box).  Provide opportunities for child to count objects
during daily routines (e.g. household materials,
5. Applies numbers and counting concepts dress, vegetables)
to daily life (e.g., counts number of
birds in the yard).  Let children play make believe e.g. cooking
using different ingredients and use terms like:
all, some of them, none, more, less, the same.

1. Differentiates some letters from  Involve child in collecting objects and help to
numerals. count based on similarities and dissimilarities
2. Recognizes, names, and writes some (e.g. leaves, flowers, crayons)
numbers.  Organize small group activities and ask children
3. Counts to at least 10 with real objects. to count how many children are in the group.
Ask them to group the toys, 3 or 4 together, for
4. Uses numbers to predict and make a new game.
realistic guesses (e.g., “I think there are
about 10 marbles in that jar.”).  Provide opportunities for child to count objects
during daily routines.
 Provide a variety of objects for child to handle
and manipulate (e.g., buttons, stones, sticks).
 Make a chart with children birthdays and
discuss every month what’s their order in which
they will celebrate.
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1. Counts at least 20 of real objects.  Provide scope of math manipulative, games,
2. Uses math manipulative games, toys, toys, and coins in daily activities and engage
and coins in daily activities to child to demonstrate counting 1-20
demonstrate counting.  Ask questions using everyday life situations to
3. Tells what number comes before or after help children do simple addition and subtraction
a given number up to ten. related to numbers (e.g. there were 3 birds one
flew away…..”) of objects
 Demonstrate a game to play before and after a
given number (e.g. children make a line with
holding the number card and finding out whose
number what based on corresponding number of
the next/previous person)

1. Uses basic numbers and counting  Ask questions using everyday life situations to
operations. help children do simple calculation related to
2. Tells what number comes before or after numbers (e.g. there were 3 birds one flew
and between given numbers up to 20, away…..”).
with assistance.  Provide opportunities for child to use numbers
3. Explains the difference between and counting (e.g., play grocery store etc.).
addition and subtraction, with  Provide children with games that involves
assistance. manipulating numbers.
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Specific
4.1.4: Math and Numeracy
Aspect:
4.1.4.2: The child should be able to demonstrate knowledge and skills to

Standard:
operate with size, volume, height, weight and length.
Birth – 6 Months

1. Plays with toys and objects with different  Provide opportunities to play with toys and
sizes and shapes. objects with different sizes and shapes. (e.g.
2. Names objects of different sizes different size cars, balls, show trees)
 Introduce surrounding objects of different
sizes

1. Understands that objects, sizes come in  Help child to arrange blocks, toys, or objects
different shapes from smallest to largest or longest to shortest.
2. Fills and empties containers (e.g., with  Provide opportunities to develop an
sand or water). understanding of volume (e.g., filling,
emptying).
 Play with children games that call for
comparison by size, shape, volume (e.g.,
nesting cups, stackable rings).
 Provide sand and water play, giving child
opportunities to pour, fill, scoop, weigh, and
dump.
 Provide opportunities for child to play
measure
(e.g., during cooking, art projects, grocery
shopping).
 Chart child’s changes in height and weight.
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1. Categorizes objects by size, with  Help child to arrange blocks, toys, or objects
assistance. from smallest to largest or longest to shortest,
2. Uses size words, such as “many,” “big,” & heavy to light.
and “little,” appropriately.  Provide opportunities to develop an
3. Fills and empties containers (e.g., with understanding of volume (e.g., filling,
sand or water). emptying).
4. Compares the size of various everyday  Play with children games that call for
objects (e.g., puts different people’s comparison by size, shape, volume (e.g.,
Sandals side by side to see which is nesting cups, stackable rings) and weight.
longest).  Provide sand and water play, giving child
5. Identifies things that are big or small, opportunities to pour, fill, scoop, weigh, and
heavy or light, and tall or short, with dump.
assistance.  Provide opportunities for child to play
6. Looks at two objects and identifies which measure
one is bigger or smaller. (e.g., during cooking, art projects, grocery
shopping).
 Chart child’s changes in height and weight.

1. Uses names for length and weight (e.g.  Teach children how to use un-conventional
identifies books/dolls/blocks as measuring tool: a piece of thread, for
big/small/long/short/heavy/light). measuring the length of a table, a handful of
2. Uses measuring tools in play activities rice etc.).
(e.g., measuring cups).  Involve children in play measuring activities:
(e.g. heights of children in the group, the
lengths of shoes, their weight etc.).

1. Estimates size, length, weights (e.g., “I’m  Learning how to solve a problem by
as tall as the table/chair or bookshelf.”). comparing lengths directly (e.g. placing two
2. Labels objects using size words. sticks side by side to see which is longer).
Also, some children may compare the lengths
of two objects by representing the lengths
with strings or strips of paper and then using
these representations to determine which is
longer.
 Model use of conventional measuring tools
and methods in everyday situations
 Demonstrate, explain, and engage child in
activities that use non-standard measurement
(e.g., using handfuls to measure rice; using
footsteps to measure distance)
162

1. Measures sand or water using a variety of  Demonstrate, explain, and engage child in
containers (e.g. four glasses of water is activities that measure with common
needed to fill a bottle). measuring tools (e.g. four glasses of water is
needed to fill a bottle).
 Play measuring games with child (e.g.,
“Which is heavier?” Which is lighter? “Which
is longer?” Which is shorter?)

1. Uses some conventional vocabulary of  Demonstrate, explain, and engage child in
measurement (e.g., inch, cup, kilograms), games that involves common measuring units
though may not have exact understanding
of meaning.  Engage child in measuring surrounding (e.g.
floor, veranda, table etc.) with
2. Estimates how many steps it will take to step/hands/piece of threads/sticks etc.
walk across the room.
 Play measuring games with child (e.g.,
3. Matches objects correctly (e.g., bolts to “Which is heavier?” “Which is longer?”)
nuts, jars to lids, greeting cards to
envelopes  Engage child to predict fitting the objects in
existing space (e.g. fitting blocks/stones in
bucket/bowl/basket.)
163
Specific Aspect: 4.1.4: Math and Numeracy
4.1.4.3: The child should be able to identify, recognize and categorize

Standard:
shapes
Birth – 6 Months

1. Plays with toys of various shapes.  Provide child with toys that involve shapes (e.g.,
blocks and play dough).
 Sing songs and read books with child about shapes.
 Identify different shapes in child’s environment.

1. Plays with toys of various shapes.  Sing songs and read books with child about shapes
 Identify different shapes in child’s environment
 Identify the features of shapes when child plays with
them.
 Provide opportunities for child to look for shapes
during daily activities (e.g., “Where do you see
circles/square/triangle?”).
 Provide play and art materials that have different
shapes (e.g., circles, squares, triangles).

1. Matches simple two-dimensional  Sing songs and read books with child about shapes
shapes (e.g., objects of different
shapes from surroundings, toys).  Identify different shapes in child’s environment
2. Identifies two geometric shapes  Matches the features of shapes when child plays with
(e.g., circle, square). them.
3. Tries to create and copy simple  Provide opportunities for child to look for shapes
shapes made by others. during daily activities (e.g., “Where do you see
circles?”).
164
 Provide play and art materials that have different
shapes (e.g., circles, squares, triangles).
 Engage child to copy or create simple shapes.

1. Identifies different kinds of shapes  Use accurate words to promote child’s understanding
(e.g. circle, rectangle, triangle). of shapes
2. Compares shape of objects.  Provide opportunities for child to recognize shapes in
3. Creates, builds, or draws shapes. the environment (e.g. octagonal stop sign)
 Use everyday objects to identify and compare shapes.
 Provide materials that can be connected and
combined to create new shapes (e.g. threads, sticks,
stones)
 Involve children in using shapes to build or designing
artistic works (thick paper on shapes, pieces of wood
of different shapes, plastic shapes, etc.)
 Demonstrate, explain, and engage child in activities
that identify culturally specific patterns in artwork
(e.g. mosaic in mosques, steeple in church).

1. Labels different kinds of shapes  Provide materials that can be connected and
(e.g., circle, rectangle, triangle). combined to create new shapes
2. Recognizes shapes in nature (e.g.,  Take child to observe murals or other community
clouds or other things that are artwork or nature (e.g. cloud, tree, pond), exploring
circles, squares, triangles or not). together the variety of shapes.
3. Classifies objects according to  Categorize different objects based on the shapes (e.g.
shapes. beads, stones, blocks)

1. Describes familiar geometric  Provide opportunities for child to create art projects
shapes in environment, with that use shapes (e.g., “You can draw a house by
assistance. putting a triangle on top of a square.”)
2. Puts together and takes apart  Play games that challenge child to describe and
shapes to make other shapes (e.g. identify shapes
uses two triangles to make a
rectangle).  Provide materials in shapes that can be used to
represent or recreate murals or other art forms in the
community
 Use water and sand area to help children create
different shapes.
165

1. Combines shapes to make new  Provide materials of shapes that can be used to
geometrical shapes (e.g. two represent or recreate murals or other art forms in the
triangles to make a square, or a community.
rectangle).
 Help children make creative collages using different
shapes, (e.g. posters to celebrate an event using
various shapes.)
 Help children craft objects using different shapes
with play dough/clay/etc.
166
Specific
4.1.4: Math and Numeracy
Aspect:
4.1.4.4: The child should be able to sort, group, classify, and organize
Standard:
objects.
Birth – 6 Months

1. Collects items that have common  Sing songs and read books that name colors or
characteristics (e.g., red blocks, shells, identify shapes and objects with similarities
leaves).
2. Recognizes objects arranged in series opportunities for child to sort and classify (e.g.,
(e.g., small, large). “Pick up all of the toys that are animals.”)
3. Identifies categories of objects (e.g.,  Provide child with objects in a variety of
dogs, cats, and cows are all animals), shapes, colors, and sizes (e.g., plastic
with assistance containers, jar lids)
 Provide different materials and objects of the
same shape and color (e.g., blocks, crayons),
 Provide opportunities for child to notice
patterns in nature (e.g., types of leaves).
 Play matching games with child, using familiar
patterns from child’s cultural background,
neighborhood, and community (e.g., art work,
murals, clothing, utensils)

1. Groups objects by color, shape, or size,  Provide children with different sized objects
with assistance. Arranges objects in like big leaf, medium sized leaf and small leaf.
lines (e.g., makes a row of blocks). Ask to arrange in a series from small to large
Sorts objects by one characteristic or large to small.
(e.g., color).
167
2. Recognizes objects arranged in series
(e.g., small, medium, large).

1. Organizes objects on the basis of one  Demonstrate and explain examples of patterns
characteristic through trial and error for child to create and recreate.
(e.g., separates blocks as per color).
 Provide opportunities for child to look for
2. Creates own patterns with a variety of patterns in the house, classroom, or nature
materials.
 Provide opportunities and engage child to
create own patterns using a variety of materials

1. Organizes objects on the basis of one  Play classification games with child (e.g.,
mathematical concept through trial and gather a group of items that include pairs of
error (e.g. from small to big, short to objects that go together – shoe/sock, flower/
long or vice versa). vase – find the items that go together).
2. Classifies everyday objects that go  Provide opportunities to play and create
together (e.g., shoe/sock, pencil/paper, patterns on the basis of color/size/shapes. (e.g.
comb/brush). ascending or descending
3. Completes a given pattern and can
repeat.

1. Organizes objects on the basis of more  Provide opportunities for child to create own
than one characteristic through trial and patterns.
error (e.g. separate objects as per color
and shape; small to large and light to  Provide opportunities for child to arrange
dark). collections into groupings using different rules
that you make up together. (e.g. arranging red
2. Sorts objects into categories, classifying circles together/yellow triangles
and comparing according to size, height, together/arranging red coloured squares from
length, color (e.g. small to large, light to small to large etc.)
dark).
 Let children describe pattern they have created
3. Creates and describes a pattern. or seen.

1. Describes how and why objects are  Provide opportunities for child to arrange
arranged or sorted the way they are. collections into groupings using different rules
2. Describes and extends patterns (predicts that you make up together. (e.g. arranging red
what comes next red-blue, red-blue) circles together/yellow triangles
together/arranging red coloured squares from
small to large etc.
168
169
Sub-Domain: 4.2: Comprehension
Specific Aspect: 4.2.1: Concept Formation
4.2.1.1: The child should be able to understand basic concepts pertaining

to object constancy, space, time, quantity, etc. and use these as the basis
Standard:
for understanding how materials are categorized in his/her
environment/surrounding.
Birth – 6 Months

1. Looks in the direction of dropped object  Provide children with toys/household
2. Looks for partially hidden objects materials that make sounds.
 Respond to children’s actions by stimulating
and encouraging her/him to interact with
objects.
 Play games like peek-a-boo
 Provide children with experiences that
indicate the cause/effect relationship (what
happens if he/she throws the toy from his/ her
bed etc.).

1. Looks for completely hidden objects  Respond to children’s actions by stimulating
2. Tries to get the dropped object/s and encouraging her/him to interact with
objects. e.g ask the child to pick up the object
3. Gets to see the whole hidden object by and bring it.
identifying its location
 Looks for the object and finds it by either
locating the place of hiding

1. Tells whether something is hot or cold  Provide children with various safe and age-
2. Differentiates sizes and colour appropriate materials to manipulate and
understand which is hot or cold.
 Interact with children during play and also
during daily activities to introduce and
explain various verbal concepts (e.g.,
temperature, size, weight, colour etc.)
 Provide different materials such as crayons,
markers, paints to recognize sizes and
colours.
170

1. Differentiates sizes, shapes, weight, height 3. Provide materials that vary in sizes, shapes,
and colour weight, height or colour and help children
play and explain the differences.
2. Arranges objects based on category (e.g.
by size from smallest to biggest; by length
from shortest to longest)

1. Arranges objects based on category (e.g.  Interact with children in play and during
by size from smallest to biggest; by length daily activities to introduce and explain
from shortest to longest) various verbal concepts (e.g., temperature,
2. Compares such as heavier, bigger, nearer, size, weight, etc.)
“more” and “less”  Involve child to use concept of direction in
3. Understands concept of number- 1 to 10 games/activities. (e.g. games with instruction
like “go right!”, games with maze etc.)
4. Understands hot and cold
6. Explain in what way things are similar and in
5. Understands concept of directions what way they are the different. (e.g. heavier,
bigger, nearer, “more” and “less”)
7. Engage child in games/activities that involves
explaining the order (ascending or descending)
of number 1-10.

1. Understands the concept of number-quantity  Ask children to help sort according to
relations for 1 to 20 specified categories (e.g., pot, pans, cloths,
2. Demonstrates concept of addition, mixed seeds of different colour etc.).
subtraction using fingers or objects within 1  Ask children to help sort according to
to 9 specified colour, shapes and sizes.
3. Tells similarity and differences of objects.  Present the children with activities or tasks
that will reinforce math concepts number-
quantity for 1 to 20 (e.g., counting beads,
sticks).
 Engage child in activities that involves
concept of addition, subtraction using
fingers/objects/fruits/etc. within 1 to 9.

1. Compares such as heavier, bigger, nearer,  Ask children to help sort according to
“more” and “less” specified colour, volume, distance/spaces,
171
2. Understands the concept of number-quantity shapes and sizes (e.g., pot, pans, cloths,
relations for 1 to 50 mixed seeds of different colour etc.).
3. Identifies and states basic categories in the  Provide opportunities to the children to
environment (e.g. plants, animals) identify and categorize animals, plants,
flowers (real and pictures).
 Provide the children with activities or tasks
that will reinforce math concepts, number-
quantity relations for 1 to 50 (e.g., counting
beads, sticks).

1. Measures water and sand using different  Involve children in activities in water and
containers. sand area.
2. Measures, with assistance, ingredients for  Use conventional and un-conventional
making a recipe. objects to measure liquid and solid and ask
3. Estimates how many steps will take to for estimations: “Which is heavier?” or
walk the room from one part to another. “Which is longer?”
4. Understands the concept of family and  Talk about family members and their
relationships. relationship with the children.
5. Acquires the sense of responsibilities  Discuss about culture, community and

towards home, community and country history, important events and people,
different ethnic communities
 Provide opportunities to know about and be
sensitive to issues related to gender, ethnicity
and disability.
172
Sub-Domain: 4.3: Creativity
Specific
4.3.1: Artistic Creativity
Aspect:
4.3.1.1: The child should be able to communicate through artistic

Standard:
expressions and think and use things in new ways.
Birth – 6 Months

1. Shows interest in colors, sounds, and  Talk about interesting pictures, colors and
movements. characters. .
2. Interacts with others through touch and  Go for walks and point out colors and shapes in
motion. birds, clouds, leaves, flowers etc.
3. Enjoys looking at visual arts.  Make homemade play materials like dolls,
flowers, animals etc,

1. Shows interest in colors, shapes, and  Talk about interesting pictures, colors and
movements. shapes.
2. Interacts with others through touch and  Go for walks and point out colors and shapes in
motion. birds, clouds, leaves, flowers etc.
3. Enjoys looking at visual arts.  Make homemade (paper, clay, wastage
materials) play materials like dolls, flowers,
animals etc,

1. Holds pencil/crayon and draw scribbles  Provide opportunities for using arts and crafts
on paper or on any flat surface. materials (e.g. paints, buttons, sticks, beads,
2. Adds to make an object longer or higher scrap cloth/paper, homemade glue/dough etc.).
with assistance  Encourage children to finger paint.
 Applaud when children successfully arrange
blocks to make train or tower.

1. Holds pencil/crayon and draw scribbles  Provide arts and crafts materials (e.g. paints,
or shapes on paper or on any flat buttons, sticks, beads, scrap cloth/paper,
surface. homemade glue/dough etc.).
173
2. Is able to colour any drawn object  Encourage children to make their own art
according to his/her wish. production and sign their name by putting their
3. Puts objects and blocks in a manner to finger print.
represent an idea like tower, train etc.  Encourage children to finger paint.
 Applaud when children successfully arrange
blocks to make train or tower.

1. Draws any shape, size or objects like  Provide arts and crafts materials (e.g. paints,
fish, bird, animal, fruits, flower or trees buttons, sticks, beads, scrap cloth/paper,
according his/her own way. homemade glue/dough etc.).
2. Uses crayon, colour pencil to colour any  Encourage children to make their own art
drawn object on a flat surface. production and sign their name or by putting
3. Draws and paint natural objects and their finger print.
landscape.  Provide pictures or live objects for children to
4. Makes various imaginative objects by see and copy.
using locally available materials

1. Draws various figures on the floor/any  Provide sufficient number of arts and crafts
flat surface using own imagination. materials (e.g. paints, buttons, sticks, beads,
2. Makes objects by using paper, clay, scrap cloth/paper, homemade glue/dough etc.).
sand and other available materials  Provide pictures or live objects for children to
according own understanding. see and copy.
3. Creates new environment at the corner  Take children outdoors and encourage them to
of a room, under sheds or natural draw what they observe in nature.
settings.
4. Imitates others role by miming or role
playing

1. Demonstrates tidiness and care while  Provide arts and crafts materials (e.g. paints,
dressing (e.g. clean and colorful clothes, buttons, sticks, beads, scrap cloth/paper,
brushed hair, clean hands etc.). homemade glue/dough, wood, clay etc.).
 Take children outdoors and encourage them to
draw what they observe in nature.

 Encourage children to make their own art
production and sign their name on it.
174
1. Draws and paints various objects,  Provide pictures or live objects for children to
situations and historical events from see and copy.
imagination.
 Take children outdoors and encourage them to
2. Demonstrates artistic aptitude in doing draw what they observe in nature.
things like decoration or organizing
events etc.  Provide children books on historical events and
encourage them to read and draw pictures.
3. Writes stories, poems and other
discourse using own imagination.
4. Creates objects and useful things in
some unconventional ways.
175
Sub-Domain: 4.3: Creativity
Specific
4.3.2: Musical creativity
Aspect:
4.3.2.1: The child should be able to demonstrate musical intelligence by

Standard: creating various sounds, appreciating music, singing and playing musical
instruments.
Birth – 6 Months

1. Turns towards sounds, tunes, and  Play with children.
voices.
 Expose children to different tones while interacting,
2. Enjoys songs and rhythms showing (e.g. humming, singing etc.)
facial expressions.
 Expose children to mainstream music and songs and
of various ethnic origin (e.g. rhymes, lullabies
classical, rabindrasangeet, nazrulgeeti, baul/lalon
songs, bhawaiya, palligeeti, tribal songs etc.).

1. Enjoys songs and rhythms showing  Expose children to mainstream music and songs and
facial expressions and body of various ethnic origin (e.g. rhymes, lullabies
movement classical, rabindrasangeet, nazrulgeeti, baul/lalon
2. Enjoys songs, rhymes, and musical songs, bhawaiya, palligeeti, tribal songs etc.).
instruments producing similar type
of sound.

1. Enjoys songs and rhythms.  Expose children to mainstream music and songs and
2. Attempts to play flute or beat drums of various ethnic origin (e.g.rhymes, children’s’
to produce sounds. musical shows classical, rabindrasangeet,
nazrulgeeti, baul/lalon songs, bhawaiya, palligeeti,
3. Demonstrates interest in playing tribal songs etc.).
musical instruments independently.
 Expose children to various musical instruments (e.g.
ektara, harmonium, table, sitar, flute etc.).

1. Enjoys songs and rhythms.  Expose children to mainstream music and songs and
of various ethnic origin (e.g. classical,
176
2. Recites and sings in his/her own rabindrasangeet, nazrulgeeti, baul/lalon songs,
way.(baby song) bhawaiya, palligeeti, tribal songs etc.).
3. Attempts to play flute or beat drums  Expose children to various musical instruments (e.g.
to produce sounds. ektara, harmonium, table, sitar, flute etc.).
4. Demonstrates interest in playing
musical instruments independently.

1. Recites and sing following the exact  Expose children to mainstream music and songs and
note and tune.(baby song) of various ethnic origin (e.g. child friendly song,
2. Plays simple locally available/ classical, rabindrasangeet, nazrulgeeti, baul/lalon
popular musical instruments without songs, bhawaiya, palligeeti, tribal songs etc.).
accuracy.  Expose children to various musical instruments (e.g.
 Encourage children to play these musical
instruments.

1. Learns to play some musical  Encourage children to sing along with different
instruments like accordion, guitar songs (e.g. classical, rabindrasangeet, nazrulgeeti,
and tabla with some accuracy. baul/lalon songs, bhawaiya, palligeeti, tribal songs
2. Sings a song with accurate lyric and etc.).
tune (baby song/exposed songs).  Expose children to various musical instruments (e.g.
 Encourage children to play these musical
instruments.

1. Learns difficult songs with  Expose children to mainstream music and songs and
moderate perfection. of various ethnic origins (e.g. classical,
2. Plays some musical instruments rabindrasangeet, nazrulgeeti, baul/lalon songs,
with moderate efficiency (e.g. bhawaiya, palligeeti, tribal songs etc.).
Percussion instruments like shakes,  Encourage children to play these musical
Cymbals made out of coconut shells instruments.
 Praise when they attempt to perform publicly.

1. Sings both classical and modern  Encourage children to sing different songs (e.g.
songs with high perfection. classical, rabindrasangeet, nazrulgeeti, baul/lalon
songs, bhawaiya, palligeeti, tribal songs etc.).
177
2. Demonstrates greater skills in  Encourage children to play various musical
learning any musical instruments instruments (e.g. ektara, harmonium, table, sitar,
with relative accuracy. flute, etc.).

Sub-Domain: 4.4: Logic and Reasoning
Specific
4.4.1: Logical thinking and problem solving
Aspect:
4.4.1.1: The child should be able to demonstrate awareness of cause and

Standard:
effect.
Birth – 6 Months

1. Looks for a dropped object.  Drop a toy/object in front of the child to give
2. Looks for source of sound. an opportunity to look for it and try to find it
by looking for the source of the sound.
3. Looks for familiar face/object if it is taken  Play keeping and taking out familiar
out. face/object from in front of the child so that
the child can try to look for it.

1. Uses movements, sounds, gestures to  Provide common experiences and the
observe their impact on interactions and materials from which the children learn
environment. simple cause-effect relationships (e.g. toys,
2. Hits on objects to get a sound. rattle, taste of food).
3. Acts out a movement that pleases him/her,  Allow the children to explore various ways to
or to cause desired effects. solve a problem or overcome age appropriate
challenge before offering assistance such as
4. Manipulates an object to achieve an reaching out for a toy.
objective (e.g. shakes rattle to make
sound, pushes ball to make it roll, uses
spoon or stick to reach an object).

1. Is able to solve simple problems.(e.g.  Provide materials and experiences that will
retrieves toy under a box) help the children learn the cause-effect
2. Observes effects of his/her own actions on relationships (e.g., art materials, toys with
objects or others. wheels).
3. Demonstrates that s/he begins to  Allow the children to explore various ways to
understand cause/effect relation (e.g. if solve a problem or overcome a challenge
you turn the light off, it will get dark). before offering assistance
178
 Encourage thoughts and ideas and interact
with and talk about causal relationships with
the children (e.g., what happens if plants are
not watered).
 Willingly and accurately answer children’s
queries regarding his/her observations
(“Why?”, “How?”).
 Explain reasons underlying safety rules and
practices (e.g. why we shouldn’t touch hot
pots).

1. Is able to solve problems (e.g. uses stick  Provide materials and experiences that will
to attain a toy) help the children learn the cause-effect
2. Observes effects of his/her own actions on relationships (e.g., art materials, toys with
objects or others and reproduce the wheels).
actions.  Allow the children to explore various ways to
3. Understands the cause of different hazards solve a problem or overcome a challenge
by guided experience. (e.g stepping out of before offering assistance
the door, touching hot pot).  Encourage thoughts and ideas and interact
4. Demonstrates that s/he begins to with and talk about causal relationships with
understand cause/effect relation (e.g. if the children (e.g., what happens if plants are
you turn the light off, it will get dark), not watered).
asks question like why and how.  Willingly and accurately answer children’s
5. Understands reasons behind daily queries regarding his/her observations
practices (e.g. washing hands before (“Why?”, “How?”).
mealtime to avoid illness).  Explain reasons underlying safety rules and
6. Understands reasons behind safety rules practices (e.g. why we shouldn’t touch hot
and practices at home (e.g. if you play pots).
with matches, you may cause fire).

1. Identifies objects that have effect on other  Provide materials and experiences that will
objects (e.g. if I put some colour in water, help the children learn the cause-effect
it changes colour of the water). relationships (e.g. art materials, toys with
2. Explains effects of simple actions on wheels)
objects (e.g. if I switch off the TV,  Think “out loud” and talk about causal
cellphone it will be quiet). relationships with the children (e.g., what
3. Recognizes simple relations between happens if s/he does not brush teeth regularly)
objects, which cause certain effects (e.g.  Encourage the children to share their thoughts
“the little beads inside the box make this and ideas about why something has happened
noise”).
 Explain reasons underlying safety rules and
practices
179
 Interact with the children helping to
understand concepts learned previously and
further build on it.

1. Identifies objects that have effect on other  Discuss experiences that will help the children
objects (e.g. if I put sugar in water, it will learn the cause-effect relationships (e.g. fruit
dissolve). falling from the tree during storm, moving of
2. Asks the question “Why” indicating clouds,)
interest for understanding causation.  Allow the children to explore various ways to
3. Recognizes changes in shape and size and solve a problem or overcome a challenge
explain why it’s happens (e.g. clouds, before offering assistance
trees, self)  Think “out loud” and talk about causal
relationships with the children (e.g., get cold
if get wet in rain, getting heat rash)
 Willingly and accurately answer children’s
queries regarding his/her observations
(“Why?”, “How?”).
 Interact with the children to help them
understand concepts learned previously and
further build on it.

1. Makes experiments to discover the  Provide materials and experiences that will
causation by seeing how changes on one help the children learn the cause-effect
factor influences changes in others (e.g. relationships (e.g. art materials, toys with
such as puts one wet cloth in the sun the wheels).
other inside the house and looks for the
result).  Use every opportunity to discuss about
weather, clothing appropriate for weather so
children can see the connection between
phenomena (e.g. if it’s too warm, we must
dress with summer clothes and protect us from
the sun, because it harms the skin”, etc.)
 Use any opportunity to point the causation
relation (e.g. Why do we have to wash our
hands?” etc.)

1. Makes experiments to discover the  Organize with children experiments to see the
causation by seeing how changes takes cause-effect relation (e.g. to put ice in water to
place (e.g. planting seeds) see how it melts, to put plants in water to see
how it gets new roots, to put out objects in
180
2. Gives reasons for which some events water to see how some are floating and some
happen (e.g. “My friend was not here are sinking, etc.).
yesterday because he got sick”).
 Use any opportunity to point the causation
relation (e.g. why do we have to wash our
hands?” etc.).
181
Specific
4.4.1: Logical thinking and problem solving
Aspect:
4.4.1.2: The child should be able to use past experiences to build new
Standard:
knowledge.
Birth – 6 Months

1. Shows consistent reaction on familiar face,  Child’s familiar faces like mother, father,
objects, toys based on previous experience. brother, sister, grandfather, grandmother etc.
should have to come in front of the child
quite often. Provide the child with exposure
to familiar objects/toys.

1. Shakes stuffed object to hear noise.  Provide children with various toys, of
2. Demonstrates awareness of permanence. different textures that make different sounds
(Realizes that people and objects exist when they play with it.
even if they are out of view).  Play games that help understand permanence
(hide objects and then show them).
 Play peek a boo

1. Generalizes ideas based on past  Explain your actions so that children
experiences (e.g. how adults blow on hot understand them and use them in Explains
food before eating and blows on food that a person stays the same even if his/her
him/her too at the next meal). appearance has changed through masks or
2. Makes connections between objects (e.g. makeup similar situation.
broom is for sweeping, umbrella for rain,  Involve children in simple routine activities.
etc.).  Name constantly the objects you use and for
what purposes.
 Organize role plays in which children can use
various objects for their specific purpose,
recalling their previous experience.

1. Applies ideas based on past experiences  Explain your actions so that children
(e.g. how adults blow on hot food before understand them and use them in similar
situation.
182
eating and blows on food him/her too at  Involve children in simple routine activities.
the next meal).
 Name constantly the objects you use and for
2. Realizes that persons get dressed what purposes.
depending on the weather outside.
 Organize role plays in which children can use
various objects for their specific purpose,
recalling their previous experience.

1. Uses new information and vocabulary with  Provide children daily with time for symbolic
activities. play.
2. Uses information gained through other  Integrate new objects and toys in the
ways to apply it to a new context, in a symbolic play area to stimulate child’ use of
different modality (e.g. making patterns new information and words.
with different colours as he/she saw in a
picture book).

1. Uses new information and vocabulary  Provide children daily with time for symbolic
with activities. play.
2. Uses information gained through other  Integrate new objects and toys in the
ways to apply it to a new context, in a symbolic play area to stimulate child’ use of
different modality (e.g. draw picture of new information and words.
her/his family, a fair visited before).
 Organize small group activities for tailoring
doll clothes for different seasons, from
different textures and using various
techniques.

1. Explains a new situation or a problem  Challenge children with new problems that
using past experience and knowledge. need solutions based on their past experience.
2. Explains that a person stays the same even  Ask for explanations for the solutions
if his/her appearance has changed through children suggest.
masks or makeup.
 Involve children in symbolic play and
dramatization, providing them with different
props, masks, etc. Encourage them to play
different roles.

1. Explains a new situation or a problem  Challenge children with new problems that
using past experience and knowledge. need solutions based on their past experience.
183
2. Uses past experience to take a decision or  Ask for explanations for the solutions
to do an activity (e.g. demonstrate previous children suggest.
experience in dramatic play).
 Involve children in symbolic play and
dramatization, providing them with different
props, masks, etc. Encourage them to play
different roles.
184
Specific Aspect: 4.4.1: Logical thinking and problem solving
4.4.1.3: The child should be able to find multiple solutions/answers to

Standard:
questions, tasks, problems and challenges.
Birth – 6 Months

1. Shows multiple reaction to a particular  Give child exposure to problem/challenge. (e.g.
problem/challenge (e.g. makes sound, put a toy or colourful object just outside the
moves hands/legs, cries to get attention reach of the child)
when feels discomfort)

1. Reaches for a toy or an object that has  Provide children with objects which are safe and
rolled away. age appropriate.
2. Asks for adult’s support to face a  Respond constantly to children’s signals for
situation using sounds, gestures, and assistance.
imitating.
 Provide children with toys that allow them to use
as means to an end (e.g. trucks, boxes,
containers).
 Play with children games of putting small objects
in big objects, filling containers with various
objects and emptying them.
 Build shapes out of geometrical shapes using
various strategies.
 Constantly appreciate child’s initiative.

1. Uses objects as means to an end (e.g.  Challenge children to solve problems without
uses a pot to take pebbles, uses stick to providing him/her assistance. Give opportunity
reach a ball, etc.). and time to try alone.
2. Uses exploration, trial and error to  Talk to children or demonstrate possible
solve problems. solutions after they have tried multiple times.
 Play with children games that have multiple
solutions (e.g. using pot for different activities).
185
1. Uses multiple objects and steps as  Challenge children to solve problems without
means to an end (e.g. uses stick and providing him/her assistance. Give opportunity
rope to reach a ball, etc.). and time to try alone.
2. Tries various ways to solve a problem  Talk to children or demonstrate possible
before asking for support. solutions after they have tried multiple times.
 Play with children games that have multiple
solutions (e.g. using pot for different activities).

1. Explores different ways to solve a  Assist children in their trial to find solutions to a
problem and chooses one of them. problem.
2. Seeks support from other children or  Talk to them and ask for explanations for the
adults to solve a problem. solutions they found (“How did you do it?”)
3. Revises already selected strategy in
finding a solution when faced with a
challenge.

1. Explores different ways to solve a  Challenge him/her with questions.
problem and chooses one of them.
 Give individual tasks for problem solving.
2. Seeks support from other children or
adults to solve a problem.  Introduce new elements in problematic situations
(a new character, a new object, a new event etc.)
3. Revises already selected strategy in
finding a solution when faced with a
challenge.

1. Works in group for solving a problem,  Provide small group tasks which involve group
using age-appropriate strategies. problem solving. Intervene as a moderator to help
smooth the problem solving process.
2. Is aware when a situation can be
challenging.

1. Works in group for solving a problem,  Discuss with the children the pros and cons of a
using age-appropriate groups’ solution and help them find the best solution.
strategies.
 Is able to identify when they are challenged.
2. Is aware when a situation can be
challenging.
186
References
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.).
London: Routledge.
Creswell, J. W. (2008). Educational research: Planning conducting and evaluating quantitative

and qualitative research. NJ: Pearson Prentice Hall.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd ed.).
Thousand Oaks, CA: Sage Publishers.
De Vaus, D. A. (2002). Surveys in social research (Fifth ed.). NSW, Australia: Allen & Unwin.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative and
mixed approaches. Thousand Oaks, CA: SAGE Publications, Inc.
ELDS Document of Bhutan
ELDS Document of China
ELDS Document of Washington
ELDS Document of Pakistan
ELDS Document of Macedonia
187
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ELDS Validation Governance Committee
189
ELDS Validation Technical Committee

ELDS Validation Governance KwgwUi 2q mfv (08/03/2015) - Gi Kvh©weeiYx Abyhvqx
190
Technical Support and Coordination for Review and Restructuring of ELDS
Bangladesh ECD Network (BEN)
Technical Working Team for Review and Restructuring of ELDS
 Dr. Md. Golam Mostafa

 M. Habibur Rahman
 Mahmuda Akhter
 Iqbal Hossain
 Syeda Sazia Zaman
 Md. Tariqul Islam Chowdhury
 Md. Mehedi Hasan
191

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Early Learning and Development Standards

Ministry of Women and Children Affairs

 Age and developmentally appropriate: It is recognized that all children go through

3. Use of ELDS in Bangladesh

4. Age range and grouping of children for ELDS in Bangladesh

Table-1: Age grouping of children

Birth – 6 months 7 -12 months

5. Content and structure of the ELDS in Bangladesh

6. Matrix of ELDS in Bangladesh: The matrix of ELDS is structured according to the

Domains: describes broad categories of children’s development and learning.

Domain Sub-Domain Specific Aspect Standard Indicator

Validation is a verification process for authentication and confirmation of a phenomenon that

7.1. Content validation

7.2. Age validation

7.3. Process of Content Validation

 Breadth- Are all aspects of learning and development included?

7.4. Key Stakeholders/Respondents for content validation

8. Validation of ELDS in Bangladesh

In March, 2014, a workshop was organized by MoWCA to initiate the conceptualization of

 Both the content and age validation to be conducted in Bangladesh.

8.1. Objective of Content Validation

8.2. Operational Plan for ELDS Validation in Bangladesh

Sub-Domain: 1.1: Physical Development

Specific Aspect: 1.1.1: Nutrition

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Sub-Domain: 1.1: Physical Development

Specific Aspect: 1.1.2: Physical fitness

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

3. Independently starts and participates in  Involve children in physical activities in

Sub-Domain: 1.2: Motor Development

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

3. Walks up stairs by alternating feet without  Provide children with opportunities to

Indicators for children: Strategies for Caregivers:

3. Can walk on tiptoe.  Play with children and demonstrate them

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Sub-Domain: 1.2: Motor Development

Specific Aspect: 1.2.2: Fine Motor Skills

1.2.2.1: The child should be able to use and coordinate movements of

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

1. Has a mature grasp, picks up small objects Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Indicators for children: Strategies for Caregivers:

Sub-Domain: 1.2: Motor Development

Specific Aspect: 1.2.3: Sensory-motor Skills

Indicators for children: Strategies for Caregivers:

4. Responds by turning/looking towards sounds  Hold and move colored dangling